At the end of the lesson children should be given the chance to reflect on their learning, particularly the deeper learning. This phase should be teacher led but pupil centred. Children can be asked to do this in different ways: Reflect on the learning process – technique, mistakes, challenges Set goals- using assessment frameworks to …
To decrease variation in results, teachers must increase variation in their teaching. Following AfL we should accurately assess those children who will benefit from additional support. Strategies that can be effective are: Re-group children to form a cut away group Using experts or peer support Explanation in an alternative manner, or more time Using different …
This phase of the lesson, enables children to, once proficient in initial concepts, continue to deepen their learning through progressive tasks. Pupils should progress in small steps, with AfL used throughout to provide feedback whilst supporting progression in learning. Below you can find some examples of exercises in particular to deepen learning, after pupils have …
This phase of the model implies children learn new knowledge that is modelled to them and are then exposed to common misconceptions. Learning should be layered carefully; children should be encouraged to spot and communicate the misconceptions the teacher has deliberately made. This enables the teacher to assess the level of depth of understanding. WMWO
It is important that learning objectives offer an all encompassing objective that is broken down into small steps demonstrating that belief that all can achieve. This can be utilised in a variety of ways: steps to success or success criteria but it should guide the focus of the lesson. Steps to success
This initial phase of the lesson is focused on ensuring that prior knowledge is not assumed. Using strategies such as pre-teaching, quick quizzes and baseline tasks help inform the subsequent pitch of the lesson. Warm up
We have worked hard to reflect and refine our practice in order to bring teaching for mastery both across the curriculum and within all lessons. Please download the hand-out depicting our model to demonstrate what teaching for mastery looks like in the classroom, each part is explained below. delivery model handout FRONT delivery model handout BACK …
Pupils must be able to collaborate seamlessly in both physical and virtual spaces. Connection and collaboration with others are essential not only to their learning but their mental and emotional health. Pupils should be encouraged to work collaboratively both within the classroom and beyond. Some tools that can promote this are: Google Drive Pages Keynote Showbie – …
Sometimes when a skill might be being assessed, the “answer” does not suffice, the journey a pupil takes is key. Pupils clearly outline each step of their approach to a question or answer they have constructed.This forces them to be concise in their explanations. This can be performed both verbally or in a written format and …
A strategy that works to generate ideas separate from discussion. Pupils write first, talk second. Pupils must try to think of all the possible solutions to a question/scenario. This can be done independently (and silently!) either on post it notes, on a template that is handed around or collaboratively using technology such as Keynote or pages. Pupils then …