Formative assessment including live marking and feedback, AfL strategies including mini whiteboards, Plicker, agree/disagree cards etc. Guiding Where new ideas or new skills are being introduced, teachers should always model the practice work expected from students. This could be through multiple worked examples, student exemplars or demonstrations. Students should have time to practise skills repeatedly. Teacher models -Teacher - Teacher models what is expected of demonstrates and the taught skill each group. provides an example - children are given to work through time to work Teacher focus together. together to group- teacher -children practice at complete a similar models and ‘think’s word sentence level question aloud’ the -children apply new - children are asked comprehension skill to paragraphs to complete strategies/fluency another similar strategies they are question using to support independently understand the text. -AfL is used to start children on the Teachers build skills correct activity for children to be able to independently be able to use these strategies by 1. modelling 2. breaking down the skills 3 guiding and scaffolding 4. gradually releasing the scaffolding through paired work 5. independent use of the skill Impactful There should be evidence that feedback leads to students’ work improving. Feedback feedback and/or student response/correction should be part of lessons or followed up in DIRT time. Oral feedback Live marking Peer assessment (taught peer /self-assessment lessons only) Self-assessment (taught peer /self-assessment lessons only) Consistency in Success Criterias books rectangular boarders consistent colour boarder use black text for main steps red text for challenge subheadings where appropriate
Formative assessment including live marking and feedback, AfL strategies including mini whiteboards, Plicker, agree/disagree cards etc. Guiding practice Where new ideas or new skills are being introduced, teachers should always model the work expected from students. This could be through multiple worked examples, student exemplars or demonstrations. Students should have time to practise skills repeatedly. Teacher models what is expected of each group. Teacher focus group- teacher models and ‘think’s aloud’ the comprehension strategies/fluency strategies they are using to support understand the text. Teachers build skills for children to be able to independently be able to use these strategies by 1. modelling 2. breaking down the skills 3 guiding and scaffolding 4. gradually releasing the scaffolding through paired work 5. independent use of the skill -Teacher demonstrates and provides an example to work through together. -children practice at word sentence level -children apply new skill to paragraphs - Teacher models the taught skill - children are given time to work together to complete a similar question - children are asked to complete another similar question independently -AfL is used to start children on the correct activity Impactful feedback There should be evidence that feedback leads to students’ work improving. Feedback and/or student response/correction should be part of lessons or followed up in DIRT time. Oral feedback Live marking Peer assessment (taught peer /self-assessment lessons only) Self-assessment (taught peer /self-assessment lessons only) Consistency in books Success Criterias rectangular boarders consistent colour boarder use black text for main steps red text for challenge subheadings where appropriate