Teaching and learning strategies for High Key Stage 2 and White British students

Do now: what is the hardest thing you have ever done and failed at? Share your answer with the person next to you.

Our objectives

• To contextualise the challenges of teaching these

two micro-populations of students.

• To equip you with four distinctive learning strategies you can use in your teaching.

Why High Key Stage 2 and White British?

Home life factors

Poor attendance

Low literacy, low prior attainment

High level of SEN need

Attitudes – lack of resilience and fear of failure

White British challenges

High Key Stage 2 challenges

Disparity between ability and prior attainment

Attendance

Home life factors

Attitude – fear of failure/inflated sense of achievement.

Lack of cultural capital

Fixed mindset

Attitudes – fear of failure/inflated sense of achievement/complacency.

High Key Stage 2/high CATS score challenges

Think, pair, share: Why do you think the same strategies can support the learning of both

these groups?

How have these four strategies been identified?• Student voice• Academic research• Ofsted reports• Good practice in other schools

Modelling

What about the other three?

Live modelling

Teacher models in real time to students their own thinking processes in the construction of a top answer. They may seek student input into this process.

Imagine you are the teacher in this lesson. Describe the situation as you enter the room.

Success criteria:• Ambitious vocabulary• A range of punctuation• Use of the five senses.

Improvement modellingWhat happens to weathered pieces of rock?

The bits of rock fall of the main rock into some water. They get moved about and bump into each other and fall apart. I think this turns them into sand.

Students are shown an average answer at the standard they might produce (possibly taken from a student’s work). The teacher, in collaboration with students, models how the answer can be improved.

What happens to weathered pieces of rock?

The bits of rock fall of the main rock into some water. They get moved about and bump into each other and fall apart. I think this turns them into sand.

Stellar modellinghttps://www.youtube.com/watch?v=7Q34f-6c9oA&safe=active

Students are shown an exceptional model of an outcome. They then create their own scaffolds by backwards planning from it (anticipating the mistakes they might make and how they will overcome them).

Over to you…

Please note, we are not trying to

model good group work today!

How are you going to capture this learning?You can either: • Draw a diagram of what you have learnt today

annotated with key terms• Write a draft email to be sent to the rest of your

department explaining what you have learnt• Create a short dialogue which discusses today’s

learning

The big reveal!

What do you think were the four strategies we want you to take away from this session?

1.Modelling (3 different approaches)2.The importance of relationships3.Offering choice for the same

outcomes4.Creating innate challenge (not

capping expectations)

Live Modelling

Teacher models in real time to students their own thinking processes in the construction of a top answer. They may seek student input into this process.

Answer is 3 pigs. Model to your group the methods and thought processes you would use to get to this answer. Don’t forget if you are struggling to share this with your students - you can crowd source help from your class.

Improvement modelling

Students are shown an average answer at the standard they might produce (possibly taken from a student’s work). The teacher, in collaboration with students, models how the answer can be improved.

You need to model to your class how you can improve this piece of tie dye.

Success criteria:• Tight elastic bands to ensure dye resist.• To have multiple patterns (a greater number of

elastic bands will be needed for this).• Challenge: experiment with tonal gradation.

Stellar ModellingYour teacher has given you this model answer for citizenship question. As students your task is to unpick what makes it successful.

Aim to find four success criteria.

Students are shown an exceptional model of an outcome. They then create their own scaffolds by backwards planning from it (anticipating the mistakes they might make and how they will overcome them).