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