Prior knowledge was captured by showing a picture with an accompanying statement (e.g. this is a heavy elephant). This approach highlighted misconceptions and revealed the depth of children’s understanding. It also started off their reasoning thinking for maths.
The learning objective had been broken down into steps by moist teachers, showing real examples of excellence. This had allowed children to see how to be successful and gives them the chance to identify their own next steps.
I teacher had shown an excellent example alongside an average example (Bill and Betty) which had helped children analyse which was better and why and identify the success criteria and what made the difference.
“I chose to use Bill and Betty, deliberately choosing Bill to be the successful learner so that a child with a similar name who finds learning difficult felt able to achieve. This had a very positive impact on him.”
Children take more notice of the success criteria when they have co-constructed them, and being written in their own words had helped them have ownership.
Teachers had displayed the learning in sequences, building on prior learning and predicting where they were going next.
All teachers had started lessons with a hook rather than the words of the learning objective. This had made the children instantly engaged and discussing straight away.
All teachers had separated the skill from the context and co-constructed success criteria with the class. TAs had been used to record and pictures had been used to make the criteria more accessible. The co-constructing process linked well with mistakes and corrections. One teacher said ‘making a jigsaw puzzle’ criteria had helped children to achieve.
Showing children what excellence looked like had been trialled by 3 teachers. Children had a better understanding of what they needed to include and knew how to improve their work.