EDI Phase 2: Presenting new materials

• Concise and clear: show and introduce the DPR key objective linked to the new material you will teach that lesson

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

• Chunk: bite size your information with checking for understanding in between the chunks

• Ask winnable questions: get your SAFs involved and scan the room constantly

• Deliver new material step by step with frequent recap questions to check for understanding

1. Unless it’s edible and syrupy, no one likes waffle.

More importantly, no one learns from waffle.

2. We’re not that good on the spot.

Who can blame us? We have a HUGE cognitive load in lesson and scripting will ease that load significantly.

3. Scripting = intellectual preparation

Our intellectual preparation will personalise our lessons. Personalising will enhance learning.

Scripting is useful for new teachers getting to grips with staged, clear instructions and solidifying classroom routines.

But it’s also fruitful in pushing experienced teachers, who may be looking to improve the way they explain a complex concept or expertly cohere different strands of knowledge in a pivotal moment in a lesson.

As we look to build a really strong culture across our school, scripting can also be useful in generating consistent and positive responses to children and help all teachers model the interactions we want to see from students.

Teacher

• Winging it, thinking it will be easy to do on the spot

• Melding all 5 descriptors of phase 2 into one

Student

• UnSLANTing / split attention

• Opting out when questioned I don’t know

1. Know all 5 descriptors of Phase 2

2. Use each descriptor to intellectually prepare before your lesson

3. Deliver your scripts in your next lesson

• Improving teaching: scripting by Elizabeth Bowling