Provide live feedback to pupils can be hugely beneficial, whether this is done remotely or in the classroom via modelling. Evidence suggests pupils who know what success looks like have a goal. Goals can increase motivation and belief. (Locke and Latham, 2002) Furthermore cognitive science states that providing worked examples – models broken into steps …
This speaking framework is a great tool to help pupils develop the skill to argue and debate. It scaffolds dialogue to enable pupils to express themselves with clarity and justification, a really important 21st century skill. Talking debate
A way of introducing new learning in 3 simple phases whilst also assessing pupil learning diagnostically (using mini whiteboards) prior to commencing the independent task to deepen understanding. Stage 1 – Watch me: Teacher models the new learning by demonstrating the process whilst facilitating pupil involvement. Stage 2 – Help me: Teacher models again the …
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
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 …
This is a great strategy to get pupils to practise developing an argument, either independently or as a group. Pupils can earn points every time they use a strategies. Give pupils a topic, text or issue and a chance to prepare ideas before their discussion or written answer, which is scored by others. Socratic Smackdown discussion example Socratic …
The class collaborates to construct a model paragraph either using a visualizer, whiteboard, or airplay on the Ipad. Pupils identify assessment objectives evident in the piece of writing or success criteria where appropriate. Pupils can they reflect on their level of confidence, and therefore support required, to complete the next paragraph independently.
Structure slips create a prompt to guide extended writing to allow for a more flexible alternative to a writing frame or template. Simple to stick along the edge of a page and effectively demonstrates to a student the different aspects of their writing or different assessment objectives they are attempting to demonstrate. Structure slips
Give the pupils an essay or question title and a blank writing frame. Give them a limit of how many words they can use for their ‘story’/answer. They think of the important key terms and order them into an essay plan.
Give pupils a question and key terminology that would be used in the answer. Using a blank writing frame as a guide, pupils sort the key words into the order they would appear in the essay or answer to help plan and formulate a response.