You’ve done all the hard work – now it’s over to the pupils. Don’t be tempted to fire off a quick email or prepare for the next lesson: use this time wisely. Checklist Circulate with purpose. Have a plan: know what you are checking for and where you are going. ✔ Carry out live marking…
To enable all pupils to access the learning, provide them with a scaffold. Rather than setting lower expectations, support pupils to reach ambitious goals using a range of scaffolding processes.
Support and motivate pupils to start on task. Checklist Examples Further information Doug Lemov: Teaching like a Champion 3.0 Video Coming soon.
Allow time for pupils to attempt a task before offering help. Often teachers set pupils a task and then jump straight in, supporting a group of pupils. Inadvertently the teacher or (learning support) remove the opportunity for pupils to apply independent learning strategies. Checklist Set children off on a task. ✔ Pause. Stand where you…
TORN (Time, Outcome, Resources, Noise Level) Be explicit with your expectations so that all pupils know what you want. Using the acronym TORN (see checklist) is an effective way of remembering to give all the key information to pupils. Setting the expectations before giving a task can also ensure that you are not stopping pupils…
Success criteria set out the evidence you are looking for to determine if a pupil has been successful in their learning. You may not use success criteria in all lessons, but if you do choose to include success criteria, the checklist below provides an excellent starting point. Checklist Success criteria clearly communicate what you’re looking…
Establish how confident pupils are. Return to the ‘I DO’ phase if necessary and provide further modelling. Checklist Teacher carefully checks understanding (see Check for Understanding section). ✔ Teacher provides an opportunity for children to ask questions. ✔ Teacher assesses whether children are ready to move into the ‘You Do’ phase. ✔ Teacher uses flexible…
In this section, you will find 12 ideas for supporting pupils to develop their responses. The average wait time between asking a question and choosing a pupil to respond can be as little as 0.7 – 1.5 seconds. Ask a question. Pause for 3-5 seconds. Seek responses. Ask a question. Think: Give time for pupils to think…
Ask a variety of questions to assess children’s understanding. Checklists Cold call checklist: 1. Ask the question ✔ 2. Pause for 3 – 5 seconds ✔ 3. Select a child to answer ✔ Talk To Your Partner (TTYP) checklist: 1. Ask the question ✔ 2. Pause for 3 – 5 seconds ✔ 3. Say: ‘Talk…
Before children move to the independent phase, it’s important to provide interactive instruction to allow children time to practise and consolidate their understanding.