Input
Overview
Teacher input is the explanation of new material/concepts with expert instruction. It is about ensuring these concepts are introduced in small steps, using modelling to ensure that abstract becomes concrete.
Link to Flow
Contextualising learning
Introducing subject vocabulary
Clear explanation to overcome possible misconceptions
Modelling and scaffolding - I do, we do, you do.
If responding to a task, input could also be - Individual and whole class feedback
Teaching Strategies
Breaking Down Vocabulary
Vocabulary can be usefully divided into 3 tiers:
Tier 1 – high frequency in spoken language (table, slowly, write, horrible)
Tier 2 – high frequency in written texts (gregarious, beneficial, required, maintain)
Tier 3 – subject specific, academic language (osmosis, trigonometry, onomatopoeia)
One possible strategy to break down vocabulary is the Frayer model
Scripting Explanations
By scripting your explanation, you can ensure that they are concise and introduce new material in small steps.
Number the Steps/Stages/Processes
Number the steps to support students with understanding order.
Draw and Annotate a Diagram
Record yourself drawing and annotating a diagram, explaining the content in small steps as you do.
Highlight Common Misconceptions
Specifically mention the misconceptions to guide students to the correct method/answer/knowledge.
Unpicking Answers
Record yourself unpicking a student or model answer annotating against success criteria using a visualiser or annotating on Google Doc.
For ideas on how to use a visualizer to do this, try this blog https://www.douglaswise.co.uk/9-ways-use-visualiser/
Opportunities for Peer Collaboration
Sharing Work
Share student work as a model of good practice or to scaffold new learning.
Example:
Strategies for SEND
You should use the teaching strategies above to support Quality First remote teaching. The questions below will extend your thinking in terms of planning, should you be able to provide additional support in your planning.
Cognition and Learning
Has cognitive load been considered? Does the task need to be reduced or time-bonded?
Are any texts compatible with reading ages? Does the student need a reading pen or text to speech?
Do presentations/resources need to have a certain colour background?
Can learning be accessed online or does physical work need to be provided? If so, how does it need to be printed?
Communication and Interaction
Has spoken language been simplified so that students can comprehend it?
Has information on presentations been kept minimal with key words highlighted?
Does the student need modelling/scaffolding on how to structure peer feedback?
Is appropriate scaffolding in place to support vocabulary?
Do additional visual aids need to be implemented to support understanding?
Sensory and Physical
Have videos been subtitled appropriately so they are accessible to deaf students?
Is the teacher's face big enough to lip-read?
Can visually impaired students see the work? Do they know how to use enlarging functions?
Is the font size/style appropriate?
Have practical tasks been adjusted so that students with physical disabilities can complete them successfully?
Social Emotional Mental Health
Are there any topics that could be triggering for the students, e.g. bereavement?
Is feedback framed positively so it doesn’t induce further anxiety?
If not completing learning, have you had a dialogue with their key adult to check there are no barriers to learning?