Thetford
Three teachers had co-constructed success criteria using silent modelling of the steps. Getting the LSA to write up the success criteria on the flipchart had worked well. It was important not to assume that children already know how to do a skill. Break everything down from how to sit and hold the pen…
Four teachers have a toolkit approach – steps to follow in maths and not including too many steps, so they were not overloaded:
We are balancing how many steps to break the success criteria into. We have found that you can have 10 steps in maths and this is too many and leads to cognitive overload. We have found that 3 or 4 steps to follow works well.
It works well to write the steps on the flipchart with a little vidual eg.
46-20 =
1. Make the first number on a place value chart: H/T/O
2. Look at how many 10s to take away: 10s
3. Take away the tens: –
4. Count final number: =Doing the activity, the children can refer back to the SC to check the next step.