How Pupils Learn

Comment from my mentor regarding how pupils learn, classroom practice and adaptive teaching on my developmental placement:

Rachel uses a range of strategies in her practice to engage the pupils. She uses talk partners well and takes responses from children in a variety of ways to ensure that they stay focused. She plans carefully to address children’s misconceptions and there are clear steps of progress during her lessons – particularly in English. She has worked hard on her use of modelling to ensure children fully understand the task and she refers back to prior learning throughout her lessons. Rachel has planned a series of successful lessons which she has shared across the year group. During this she adapted her teaching to meet the needs of all learners. She showed an awareness of how she could improve her practice based on previous lessons and changed the tasks for subsequent lessons. Pupils are challenged at many stages of Rachel’s lessons through her questioning, discussions and independent tasks. Her lessons are well paced and she is always aware of when she needs to move children on.

Comment from my mentor regarding how pupils learn, classroom practice and adaptive teaching on my consolidation placement:

During Rachel’s lessons, pupils effectively consolidate prior learning and progress to the next step. This has been evident in successful lesson observations throughout placement and in workbooks. Rachel is very reflective on her teaching practice and will ask for help and support when she needs to. Rachel has worked with other adults in class and has maintained a very professional manner throughout. Rachel has used of modelling and scaffolding during her lessons, allowing pupils to progress confidently.

Planning to prevent misconceptions:

Providing samples of WAGOLLs to clarify expectations:

In English, the Year 5 children were looking at using fronted adverbials, expanded noun phrases and speech to add description, action and dialogue to their narrative writing. I created a WAGOLL for the children to use as a resource so that they could see how their work should be lay out (story mountain) along with the appropriate language features. By using a WAGOLL, I was able to question the children during the lesson, asking questions such as:

What person is my story written in?
Which language features have I used?
Which colour have I used for description, action and dialogue?

The LO for the final lesson was to write the narrative and by showing them a WAGOLL beforehand, all children had a shared understanding of what was expected of them before starting their final writing pieces.

WAGOLL for Eng.docx

Providing differentiated outcomes:

As evidenced through many of my lesson plans, I made sure to create differentiated learning outcomes for the children based on their ability.

TSG L3 Plan final.docx

Use of varied teaching approaches to keep learners engaged:

As evidenced below, I team-taught with another trainee to deliver a sequence of Science lessons. I found this approach particularly useful during lessons that involved hands-on activities where there were lots of resources to prepare and tidy away. Team-teaching aided the flow of lessons in enabling us to provide the children with continuous instruction and little disruption.

Breaking complex material into smaller steps:

As part of one of the English units, the children were looking at a short film called 'The Lighthouse' in which they would be required to write a recount of the story at the end of the week. For the lower ability pupils in the class, I created a writing frame which they could use to support the structure of their writing.

LA Writing frame.docx

Making considerations of children's prior knowledge understanding and linking this to what is being taught:

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