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How I support pupils to make good progress (Driving Force: High…
How I support pupils to make good progress
Monitoring and Meaningful Assessment
Half termly assessment covering recent unit
Indentify underachievement and who needs extra support
Use results for 'learning chat' and setting targets with pupil
Continuous AFL: e.g. questioning, peer assessment, self evaluation
Behaviour monitoring is specific and reinforcing
E.g. report cards
Driving Force: High Expectations
Concrete steps for improvement
E.g. half termly 1-1 discussion
Sets based on ability (data), not behaviour
Everybody Engages
E.g Parts of lesson Hands Up only for questions
Act without hesitation to correct behaviour and unwillingness to engage
Teaching and Learning
Good for all pupils
Routine and Ritual
Concrete Feedback with Follow Up
E.g. Written comments and half termly consults
Aim for Mastery of Blocks
Create collective pride in learning achievements
Calm, purposeful,fair, consistent, engaging, rewarding
Keep explanations short and concrete
Every pupil has reference guide to hand
E.g. language booklet
Meaningful Assessment with follow up
E.g. standarised test covering unit of work
Constant and varied Reinforcement for learning and behaviour
Safe Environment, firm boundaries for behaviour
In-class pre-learning
E.g 10 minutes silent learning
Extra Support
Difficulty attending to teaching
Poor working memory
Learning to Learn sessions
,
hooks to learning, suitable pairing
Anxiety
Pre-agree ways pupil can show engagement and gradually increase unpredictability
Low self esteem
Higher degree of errorless learning, model celebrating learning from mistakes,high level of reinforcement
Writing and planning
Provide framework and easy access to support resources
English as an additional language
Visual support when appropriate, peer support, provide opportunities to succeed, high level of reinforcement
Gifted and Talented
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Frequent 'check back in' prompts, surprise questions
Work closely with TA where relevant
Constantly SHAPE behaviour and learning with varied and meaningful Reinforcement
Contact home
Public recognition
In the moment verbal, non verbal praise
Modify for 'praise adverse' pupils. E.g. Drop and go and build up tolerance
Show of trust, e.g. change of seating, errands