Mrs Taylor
Responds to instructions, Sustains attention on task, Filters distractions: Pupils whose attention, inhibition and saliency are strong are likely to work at a quicker pace than others. Ensure that they can check their answers independently. Make sure that the next step of work is clearly signposted e.g. on the board or on your resources. Try to enable them to consolidate their learning at increasingly higher levels rather than moving them onto new topics ahead of others in the group.
Responds to instructions: Give simple and clear instructions, repeating and giving time to respond. Make it as easy as possible for them to follow the instruction. Make the consequence of not following the instruction clear and consistent. Ask them to repeat the instruction back to you.
Sustains attention on task: Make the purpose, actions and duration of each task very obvious. Give sentence starters, clear directions, visually supported on board. Return to a comfort zone activity if unconfident before moving on. Allow pre-arranged movement breaks. Give motivational rewards.
Filters distractions: Use resources with lots of white space, less text, fewer irrelevant graphics etc. Plan absorbing and relatable tasks. Make exact expectations clear: 'in next 10 mins, write five lines / answer 2 questions / repeat drill three times'. When gaining attention during lesson, give short, clear instruction and wait before repeating.
Follows directions independently: After giving the instruction, ask those who know what to do to get on while you support those who need repetition and worked examples from the front of the class.
Applies new content at pace: Ensure that the tasks and questions they are working through are developing higher order thinking skills of application, evaluation and synthesis.
Shares conclusions and ideas: Make it clear when the moment will come for them to read out/share results and identify positives/aspects to work on.
Follows directions independently: Give one instruction at a time. Consider how much you are saying. Give the obvious instructions too, avoiding unnecessary words e.g. 'pencil case out' then wait, then 'page 143'. Write short instructions on board. Don't ask them to copy from the board or a PPT slide.
Applies new content at pace: Consider how to limit the amount they need to read and write to evidence their learning. Use short texts rather than easier texts. Allow them to write notes on worksheets rather than full sentences. Avoid focusing on spelling and handwriting/presentation. Encourage verbal discussion before writing.
Shares conclusions and ideas: Give sentence starters to get them going. Ask for one main point and three details. Give 2-3 options of ideas to choose from. Ask them to share with one person, then a bigger group, before whole class participation.
Holds multiple ideas at once: Increase the number of ideas/variables/contexts involved in a task. Give activities to get them developing more complex patterns and sequences where relevant.
Links to prior knowledge: Ask for 'info dumps' of information from previous lessons using different categories to expand scope of recall. Get them to create links to new information and ask for predictions or research for next stage.
Switches between tasks/contexts: Ensure main takeaways or priorities are identified to sum up and consolidate each area before moving to the next. Create action points for revision to prompt recall.
Holds multiple ideas at once: Get them working on one idea at a time. Then introduce another idea and ask how it links/changes/what it has in common with the first one. Help them to spot patterns and to generate the next element themselves. Allow them to make notes/doodles to 'fix' ideas. Use formulae sheets/times table squares/reference charts etc.
Links to prior knowledge: Allow time to recall previous learning. Give prompts as appropriate. Show previous slides/samples of work. Identify main takeaway learning using summary images/phrases.
Switches between tasks/contexts: Make the duration of a task clear before starting. Refer to a visual passing of time e.g. egg timer. Prepare for end: '3 mins left... 30 seconds'. Make clear break between one task and the next e.g. refer to list of lesson tasks on board. Ask them to verbalise takeaway from task before moving on to next one.
Uses subject vocabulary: Self-check meanings and correct use of words. Find another couple of words that link to each new word or that expand its meaning.
Works with abstract concepts: After completing the task containing the abstract concept, consider how they could develop it in two new directions. How could they explain it in a visual or concrete way to others?
Understands inference: Ask them to choose or draw an image or diagram to represent the idea. Label elements to show the development or expansion of meaning within it.
Uses subject vocabulary: Expose them to new vocabulary before the task containing it commences. Find ways of playing with words and seeing links between them as a group. Give verbal opportunities to use words before pressure of spelling them.
Works with abstract concepts: Consider a visual or concrete version of the abstract concept. Use movement and physical positioning where possible. Manipulatives and objects at KS4 and 5! Don't assume understanding. Ask questions to ensure the right context for words used in different ways in other contexts.
Understands inference: Use literal language as much as possible. Explain the different meanings of inferential language. Listen to their wrong responses to see if there is an inferential misunderstanding. Ask them what they mean when they get it wrong rather than saying it is wrong.
Pupils with 3 or more red ratings across behaviours
Ryan
Struggling with: Responds to instructions, Sustains attention on task, Filters distractions, Follows directions independently, Shares conclusions and ideas, Holds multiple ideas at once, Links to prior knowledge, Uses subject vocabulary, Works with abstract concepts, Understands inference
Daniel
Struggling with: Filters distractions, Applies new content at pace, Holds multiple ideas at once, Switches between tasks/contexts, Uses subject vocabulary, Understands inference