Effective Teaching and Learning
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Individual varying needs of learners
Planning
Formative assessment / measuring outcomes
Differentiation
'Basics' - individualised tasks based on the previous work
Individual spelling goals
Differentiated worksheets, following whole-class teaching
DIFFERENTIATED SUPPORT
One-to-one, many-to-one,
independent or in a separate space
Differentiating day to day, minute by minute.
Academic and behavioural - modelling and routines.
ZPD
Lack of ZPD because of need to keep children separate - no group work/TTYP
'Basics' - conversational tone sets small challenges
'Apprentice' effect
Role of LSA's essential.
Morning Munch
'Apprenticeship' in Social Emotional Literacy.
Crucial social time, with excellent modelling by adults.
ONLY social time, replicates a family situation.
Newsround, discussion about topical issues...
MASLOW''S HIERACHY
ME
Challenges working with J
Writing problems - difficulty in assessing/gathering evidence
WWW
EBI
Good conversations around texts
More consistency - follow through
'Making safe' - co-writing and clarifying what is being looked for.
Mnemonics - dyslexia research
Post it's - writing down phrases, strategies and tricky words as they arise.
Like miscue analysis
Like EYFS assessment
Better LO's - clearer from start
Plan less - a bit rushed, high pressure sometimes.
Gradual move towards 'slowing it down' and allowing
thinking to happen.
SCAFFOLDING
Timer!
Games!
METACOGNITION
EXPECTATIONS
Trying to get written outcomes - causing distress.
LEARNING IS A SITUATED PROCESS (Lave and Wenger)
Learning anxiety - negative associations.
Context of WRITING impacts on reading, comprehension, engagement...
Miller and Gildea - learning through ordinary language
Palincsar and Brown RECIPROCAL TEACHING
Modelling writing and shared writing - apprenticeship approach.
Cognitive Apprenticeship - Collins 2006