EDI phase 3: Guided Practice

• Model using your visualiser: script your 'I do we do you do' instruction with means of participation at each point. Avoid the split attention effect by ensuring students aren’t writing when you are modelling.

• Standardise the format of your checking for understanding method so that feedback is snappy and clear. Eg. think (30 seconds in silence), pair (60 seconds in pairs), share (in silence, teacher cold call)

• Plan ahead the questions you will ask and who you will ask when checking for understanding

• Pre-empt and tackle high-frequency errors and misconceptions head on

• Pitch to the top and differentiate down: make sure the model both challenges your most able and supports underachievers

The best way to teach pupils how to put down their ideas on paper or to solve a problem is to do it yourself. When we’re on a journey, we need to show them how to get to their destination. It’s no good just telling them.

Making mistakes, unintentionally or otherwise, is one of the powerful aspects of live modelling. We need to show our pupils that we too are not immune to getting things wrong. If we don’t, how are they ever going to learn that failing and picking yourself up is a vital step on the road to making genuine progress?

Live model and plan for error

• Increase the likelihood that you will recognise and respond to errors by planning for common mistakes in advance (3.4)

• Live modelling is more about the journey than the destination - narrate your thought process.

• Plan ahead. Pretend it’s live. They won’t know.

Allowing the split attention effect (students copy whilst teacher talks)

‘3, 2, 1 SLANT. The next part is very important as I will be explaining the process of Phase 1 the best possible start. What you’re about to hear is gold dust so I need everyone to be paying attention because you will need this in the independent phase. You will get a chance to ask questions at the end.’

Not tackling high frequency errors head on

Loads of teachers make the mistake of forgetting to dangle the hope of a Golden Ticket at the start of the lesson. Don’t make that mistake. Promising the hope of rewarding effort motivate students to do the right thing in your lesson and avoids off task behaviour before it even happens.

Not planning questions ahead of time

Taking eyes off the students throughout

Not chunking large bits of information/process

Only when I say go and not a second before, in silence, you will draw the first two stages so far, just like I’ve done. You have 39 seconds. Ready? Go!

3-2-1 SLANT. Turning to the person next to you, you will use your finger to trace over your image, describe what should take place in the first two steps of phase 1. Here’s an example. [demonstrate finger tracing] Ready, go!

Not checking for understanding throughout

1. Verbalise your thought process

2. Chunk the information

3. Avoid split attention effect - use SLANT

4. Plan for error

5. Save your live models - have a visualiser book!

• Don’t Be Afraid Of Live Modelling

• Why I don’t always agree with 94% of teachers about live modelling by LHTeach