27/4/17
Videoed practice - We need to timetable in lessons where we do this and then have time to reflect on it.
Target Students
Planning for acceleration. What do we need to do to make accelerated progress for our students?
Acceleration should increase confidence and engagement. The skills should be taught to go alongside new concepts and then used immediately, not in isolation. Prior knowledge should be provided ahead of time. Lessons are relevant to students at their peer group. Instruction is connected to the class programme. Work should be fast-paced, hands on and with peers.
Acceleration strategies to employ within our class this term....
- Front loading - present knowledge prior to the whole class starting. Giving them something to draw on when the class lesson happens. Before a lesson - think about what the Targets are going to need to know before you start. Work with them first so that they can enter the class lesson with confidence and knowledge.
- Oral rehearsal - talk through the writing they are going to do prior to writing. This is something we do all the time with our students.
- Language experience to feed in language.
- Noticing and wonderings, opinions and thoughts.
- Notice what authors do
- Using senses see, smell, touch, taste, heard, thought but not I saw .... I smelt ...
- Questioning to prompt conversations - what did you notice? Did that remind you of anything else? What were you thinking/wondering? Did anyone say anything?
- Explicit instruction of literary devices/writing instruction
- Prompting for exact words
- Opportunities to re-craft
- Discussion on impact and image
- Use movement and drama
- Knowing the end point - what do you want it to look like at the end of the term
The teacher wanted her students to create something like this so she needed them to
- Making the writing visible - resources for students to go back to support their learning - resources they've made
- Using digital technology to capture learning and share with parents or to support engagement and motivation
- Create a learning pathway for those students looking at what they need to be able to achieve by the end of the term
- Vocab building - creating posters around vocab that we come across in reading and writing
- Generating words - write all the words you know that ....
- There are some HF words that students need to know with fluency. Consider the connotations of "spelling". Teach strategies rather than spelling lists for more advanced "spellers"
