Bishopspark 10



Revisit or re-teach, where necessary, using a range of strategies

Plan opportunities for:

  • Children to make connections between previous knowledge and current learning
  • Mini-plenaries to assess the learning and adapt the lesson dependent on responses
  • Use talk partners effectively for the children to share ideas and to ensure that all are engaged in their learning
  • Use of Kagen techniques to allow opportunities for the children to share their learning

I do, we do, you do

I do – Teacher/adult led learning

  • Model the expected learning outcome through silent/vocal demonstration, use of peer outcomes as a modelled example, visualisers used to show children’s examples, building of toolkits with the children.
  • Clear instructions of what is expected always provided and children given the opportunity to repeat these back
  • Succinct information given
  • Check for understanding throughout this phase of their learning and adapt teaching to respond to the needs of the children

We do – Shared or guided learning

  • Shared learning with adult support using the success criteria developed previously, reflect and share throughout to enable children to magpie ideas from each other, effective use of LSAs to work with groups, peer/group learning facilitated to share idea.

You do – Independent application of learnt skills

  • Children given the opportunity to show what they have learnt through independent learning activities provided.
  • Adults to monitor the independent phase and address and misconceptions that may arise on the spot

Systematic feedback that is meaningful, motivational and manageable

  • Ensure that meaningful feedback is given to the children either verbally or as written feedback.
  • Next steps, when appropriate, are provided to either move learning forward or to consolidate.
  • Self and peer assessment used as an assessment tool
  • Use of ‘spot the mistake’ or ‘true or false’ to consolidate learning
  • Feedback should be linked to the learning objective

Effective questioning to check understanding and deepen thinking

Plan for opportunities to:

  • Ask open and closed questions
  • Provide question stems
  • Encourage group discussions
  • Allow enough thinking time for the children to work out their questions or responses
  • Promote reasoning and allow the children to articulate their responses to the best of their ability

Provide an enabling environment

To ensure effective learning behaviours are present within the learning environment, we should:

  • Effectively use all adults within the learning environment
  • Use working walls as a supportive tool throughout the learning sequence. Regularly update these walls so that they are always linked to the current learning.
  • Ensure that resources  are readily available and appropriate for the needs of the children
  •  Have high expectations of behaviour within the learning environment and show respect for their property.
  • Have established routines within the classroom and build positive relationships to ensure that the children feel safe and secure to participate

Checking the children understand their learning

Plan for opportunities to:

  • Use talk partners to ensure all learners are engaged
  • Edit and improve their learning
  • ‘Spot my mistake’ to deepen their understanding
  • Ask children to explain their learning
  • Feedback given throughout the lesson to ensure maximum progress
  • Use mini-plenaries, where appropriate, to address any misconceptions, share outcomes or to develop their learning further

Reinforce meta-cognition through the use of ‘Learning Powers’

  • Regular referral to our ‘Learning Powers’ to promote positive behaviours for learning
  • Share and celebrate learning in a variety of ways (Seesaw, celebration walls, working walls or corridor displays)
  • When praising the children, refer to the learning that they have shown and link it to the learning objective or success criteria

Adult engagement with the learning

  • During whole class teaching, LSAs actively engaged and supporting, where necessary
  • Effective questioning used by all adults
  • Targeted support given to individual or groups of children
  • Effective behaviour management strategies used to ensure maximum learning opportunities are provided
  • Every child, every lesson – Feedback and support given, where necessary, to maximise learning in every lesson

Personalised learning ensuring all learners are challenged

To ensure that all learners are challenged at their level, we should:

  • Provide appropriate resources to support learning
  • Appropriate differentiation in various forms such as a range of resources to support, differentiated questions or activities and effective deployment of adult support.
  • Effective questioning to deepen their understanding
  • A variety of learning styles adopted to suit the needs of the learners.

Allow time to practise or think

  • Ensure the learning opportunities are planned at a pace that suits the needs of your children
  • Use strategies and activities to consolidate learning
  • Provide opportunities for the children to deepen their understanding through reasoning and problem solving
  • Allow adequate thinking time for all children to respond to questions
  • Ensure the children are secure with an objective before moving on – trust your knowledge of the children!