Quality First Teaching- @ASTSupportaali
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Attaining high achievement is the best way to help disadvantaged students. Nothing works better than students achieving success academically. The document provides strategies teachers can implement to raise the attainment of disadvantaged students, such as having high expectations, knowing your students well, providing effective feedback, teaching learning strategies, supporting literacy and numeracy, using peer tutoring, ensuring homework supports learning, and refining teaching practices.
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This document summarizes key points from a presentation on teaching all students to read successfully. It discusses research showing that virtually all students can read on grade level by the end of first grade with the right instruction. Struggling readers need to read more text, form a mental model of what readers do, and read for meaning rather than doing more worksheets or isolated skills practice. The presentation advocates for building independence in students by having them help create criteria for good reading and noticing when they apply those criteria. It also discusses ensuring students read accurately, understand what they read, write about meaningful topics, talk about reading, and listen to adults read aloud.
"A Good Language Teacher"
This is a presentation that we had to do in groups of three for Practice II. Each group had to summarize the chapter they were assigned and explain it to the rest of the class. Here is ours! (Ramiro, Florencia and I)
Lessonplanning 100922210039-phpapp01-170822145541
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and ensure a balanced lesson that meets students' needs.
Lessonplanning 100922210039-phpapp01-170822145541
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and demonstrate professionalism when teaching.
Lessonplanning 100922210039-phpapp01
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers organize their time, balance activities and ensure lessons are aim-driven to meet students' learning needs.
Lessonplanning
This document provides guidance on lesson planning for English language teachers. It discusses what a lesson plan is, the importance of planning, and key components to include in a lesson plan such as aims, stages, procedures and learning objectives. The stages covered are warmer, contextualization, vocabulary presentation, language input, controlled practice and freer practice. Examples are provided for each stage. Overall, the document emphasizes that planning helps teachers be organized, confident and ensure a balanced lesson that meets students' needs.
A good language teacher Presentation
PowerPoint presentation on one of the texts we had to read for the subject Practice II. It was titled "The Good Language Teacher".
Trinity college eaquals presentation
This document discusses the benefits of the Trinity English language exams. It argues that Trinity exams:
1) Develop students' language skills while also encouraging 21st century skills like collaboration, communication, problem-solving and creativity through exam tasks.
2) Assess real communicative ability and encourage learning by rewarding excellence and effort.
3) Support individualized learning and development by basing exams on student-generated content and presentations.
The document contends that Trinity exams prepare students for an uncertain future job market by focusing on soft skills that are more important for long-term success than technical knowledge alone.
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Secondary School Classroom Management and Co-teaching
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Revision language paper 1 section a
The writer structures the text to create suspense and interest the reader. It begins by focusing on the narrator's murder, shocking the reader. As it develops, details of the murderer, Mr. Harvey, are revealed through the narrator's impressions of him. These impressions develop suspense around his character. The closing lines maintain suspense by not revealing full details of the murder. Overall, the writer uses their structural choices effectively to engage the reader and build suspense throughout the extract.
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George Orwell structured 1984 to build suspense and concern around the theme of government overreach. The passage begins by shifting Winston's focus from the ordinary to strange. It then introduces Winston and the dreary setting of Victory Mansions through brief yet evocative descriptions. The perspective then expands to convey clues about the dystopian society and intimate view of Winston's flat, emphasizing the themes of grayness and misery. Through these shifting focuses and perspectives, Orwell engages the reader in exploring his fears of totalitarian rule.
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- There are 4 exams total across 2 papers
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
AQA GCSE Eng. Lit
This document provides a step-by-step guide for a mock exam on poetry analysis. It instructs students to 1) identify the key idea in the question, 2) choose a comparative poem, 3) write an introduction comparing the two poems, 4) write paragraphs analyzing imagery/language and form/structure in each poem, and 5) write a conclusion comparing how duty is presented in the two poems and how attitudes have changed over time.
English Literature Paper 1 and Paper 2
This document provides guidance and assessment objectives for students taking a literature exam consisting of multiple questions. It includes sample exam questions on Shakespeare, a 19th century novel, modern texts, poetry, and unseen poetry. For each question, it lists the assessment objectives, key content to discuss in responses, and level descriptors for marking. The document aims to help students understand what is required to answer questions successfully and achieve higher marks in the literature exam.
AQA- Power and Conflict Revision Resource
This document provides an overview and contents of a booklet designed to support the study of poetry for English lessons. It discusses how the booklet can be used as a homework resource, revision aid, or to catch up on missed topics. However, it notes that the booklet is not intended as a "quick fix" and emphasizes the importance of carefully reading the instructions and answering questions in full sentences. The document also provides teaching suggestions for incorporating the booklet into lessons, such as exploring poems in stages from initial understanding to reinforcement of themes. It highlights assessment objectives for poetry analysis and includes a glossary of literary devices.
AQA- English Language Mock
This document provides an overview of the format and structure of a GCSE English Language Paper 1 exam. It includes:
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- A writing section with 2 potential essay prompts, testing content, organization, vocabulary, sentence structure, and technical accuracy.
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Sharing faith with others
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Christian pilgrimage
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Hajj
The document discusses the Muslim pilgrimage known as Hajj. It provides instructions for students to learn about the different elements of Hajj, including creating a flow diagram illustrating the various stages. These stages include dressing in ihram clothing, circling the Ka'bah building, traveling to Mount Arafat to stand in prayer, and throwing stones in Mina. The document suggests Hajj is meant to strengthen believers' faiths and encourage spiritual transformation through immersion in religious atmospheres and rituals.
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- Details about the parts of a mosque like the dome, minaret, prayer hall, and mihrab, as well as activities like watching a video, discussing mosque features, and adding information to a mosque floorplan.
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Information on symbolism
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Quality First Teaching- @ASTSupportaali
- 1. “Attainment is the best therapy. Nothing is better for a disadvantaged student.”
- 2. Session 1: 2.30-3.20 • List as many difficulties you can think of that our students face? • www.bit.ly/difficultiesatschool
- 4. Learning Intentions • Ideas on how to raise the attainment of our disadvantaged students Success Criteria • You will be able to implement some ideas into your practice!
- 5. Current Data- Year 11- out of 219 (34) FSM %FSM NOT FSM % NOT FSM 5 or more GCSE including En and Ma 7 21% 119 59% 5 or more GCSE + BTEC including En and Ma 7 21% 121 60% 5 or more A*-C GCSE 9 27% 128 64% 5 or more A*-G 30 91% 189 95%
- 8. Language Aware • The way we engage? Communicate? Talk to/with? • Calling your... • Don’t repeat what students say • Positive self verbalisation
- 10. High Expectations • Expecting Excellence Wall/Display- Praising Effort not attainment solely. Examples needed! • Student of the term?
- 11. Know your students • SPOT Folders • “In nearly all lessons observed, teachers were making good use of ‘spot files’ containing information from their assessments of students’ work. They use this information well to target their questioning and decide where students should be seated so they can work well with others.” OFSTED 2015
- 12. Used to think... • There is a preferred style/method • Lessons have to have lots of activities in them • Hard work isn’t good • Lessons have to be fun • Differentiation is a load of worksheets
- 14. Effective Feedback 1. Developmental/Specific 2. Demonstrates improvement 3. Formative 4. Encouraging 5. SPAG
- 15. Top Tips • Mark PP/FSM/SEND books first • Check whether students can read your writing- DIRT time • Phrase feedback as questions? • Use students name in their feedback • Be specific • Mark work in collaboration with previous work • Use language such as NOT YET- Do not over use terms- such as well done/great/excellent
- 16. Meta Cognition – learning to learn 1. Explicit 2. Transferable skills 3. Valued 4. Relationships 5. Language
- 17. Top Tips • Make all learning cross curricular- mention other subjects= not just eng/maths/science • Talk to students about how long a task should take- have discussions about what is hard work • Use language that raises self esteem- build on learning- before and after tests • Link all learning to future goals- but those of the student • Constant reminder about attendance • Recall and reflection- often! • X 3 situations
- 18. Reading comprehension strategies 1. Literacy/NUMERACY across the curriculum 2. Extended writing 3. Literacy team/reports 4. Hand writing 5. Reading Ages
- 19. Top Tips • Use the Onion & Purple Pens • Reading Ages • Make writing a common task in your lesson • Don’t let students say ‘I am not good at...’ • Reduce number of worksheets • Mention handwriting in feedback/oral and written
- 20. Peer Tutoring 1. Link to older students in tutor groups 2. Seating plans 3. Responsibilities 4. IAG 5. Academic Mentoring
- 21. Top Tips • Make your seating plans ever changing- rotate the communication? Time partners? • Use Jason Davis! • Link with old students in your subject area? • Speak to older PP students- in sixth form who succeeded in your subject/classroom? What can you learn from them?
- 22. Homework 1. Well planned into SoW 2. 1 to 2 hours a day- homework timetable 3. Feedback 4. Supports attainment 5. Barriers considered
- 23. Top Tips • Set homework early in the lesson • Provide printed slips for certain students • What barriers do you need to overcome? • Mark homework too • Use a class blog- www.cheneyre.edublogs.org flip their learning?
- 24. Whole school- Remember Andy Buck 1. Uninterrupted teacher exposition 2. No hands up... 3. Hands up for voting! 4. Wait time 5. Well structure group work 6. Don’t repeat 7. Going into the woods 8. Pupils leading the lesson
- 26. Dot Marking
- 28. Exit Tickets
- 29. Roll A...
- 30. Question Grids
- 31. Rotation Squares
- 32. • www.Cheneyagilitytoolkit.blogspot.com • Staff Area> Agile teaching > Disadvantaged Students