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2282018
1
Persons with determination
bull This is how the UAE has chosen to view the attributes of persons with disabilities a reflection of their strength of character their perseverance and their courage
The purpose of lsquoDubai Inclusive Education Policy Frameworkrsquo
bull Every day in every classroom all students including those identified as experiencing special educational needs and disabilities will learn and achieve in a safe supportive engaging and appropriately challenging common learning environment
bull Within such a setting their personal social emotional and academic needs are fully met
How well do wehellip
bull view and value student diversity as integral to the human condition bull
bull recognise the learning potential of all students
bull engage with theories of learning that support child centred and differentiated approaches to teaching and learning
bull acknowledge that all students have the right to education in a common learning environment
bull prevent marginalisation and discrimination in education based on the experience of SEND in order to reduce barriers to participation in learning bull
Score10 And our evidence ishellip
Strand 1
2282018
2
UK model Cognition and Learningbull Wave 1
bull Inclusive Quality First Teaching
bull Differentiated curriculum planning multi-sensory activities delivery and outcome
bull In-class LSA supportbull In-class targeted teacher
supportbull Increased visual aids
modelling etcbull Visual timetablesbull IllustratedACE dictionariesbull Use of writing framesbull Access to ICT to support
learning and presentationbull Access to whole school
homework clubsbull Modified curriculum
pathways
bull Currently in place as part of UDL
Cognition and Learningbull Wave 1
bull Basic skills coursebull Revision classesbull Homework supportbull LiteracyVocabulary Mats
across the curriculumbull Student Plannersbull SEN Teacher Toolkits ndash
Dyslexia and MLDbull External Enrichment activitiesbull Whole School Staff INSETbull SpiritualMoral Social
Cultural Focus in lessonsbull Parent Eveningsbull Extra-curricular clubsbull Lunch time clubsbull Transition Processbull Individual Development
Programme for Staff
Currently in place as part of UDL
Wave 2 = All of Wave 1 plushelliphellip
bull Wave 2bull Multi-sensory tasks
consistently modified to take account of literacy or recording difficulties by Class Teacher Small Group Work HLTA and ELSA trained TAs
bull Focussed strategies for groupsclasses
bull Catch up programmes ndashLiteracy and numeracy eg Springboard 7
bull Booster lessons
bull Exam booster classesbull In class group support from
TAbull Reduced increasingly
individualised timetable bull Guided reading within
lessonsbull Learning mentorbull ICT support for keyboard
skills
Strand 4
2282018
3
What would you prefer NOTnot to be asked about by an Inspector ldquoHow well do youhelliphelliphellip
And your evidence ishelliphelliphelliphellip
SMART Targets
bull httpswwwgooglecoukurlsa=tamprct=jampq=ampesrc=sampsource=webampcd=3ampcad=rjaampuact=8ampved=0ahUKEwjA76LlvsbZAhVBr6QKHWcwCjsQFghGMAIampurl=http3A2F2Fwwwieptargetscouk2Fampusg=AOvVaw3MvQf3qWuoExmWsCPAE7Ur
See LSA document
Strand 4
2282018
Need
individual
instructions
Misinterpreting
instructionsSlow to
start
Getting
finished
Working
in
groups
Issues
flagged
by
teachers
Wont
seek
help
Losing
focus
Fiddling
2282018
4
2282018 Copyright Neil MacKay 2016 19 Copyright Neil MacKay 2015
21 22
ldquoMarked differences in terms of competencies in certain areas especially with regard to oral versus text based skillsrdquo HMIE 2008
Copyright Neil MacKay 2015
2282018
5
Identification Diagnosis (Present before age 7 amp for at least 6 months)
At least 8 of these
bull Fidgets etc ndashldquoconstant motionrdquo
bull Difficulty remaining seated
bull Easily distracted
bull Canrsquot take turns
bull Blurts out answers
bull Following instructions
bull Sustaining attention
bull Shifts ndash task to task
bull Problems playing quietly
bull Excessive talking
bull Interruptsintrudes
bull Doesnrsquot seem to listen
bull Losses key equipment
bull ldquoDangerousrdquo activities
2282018
Aspergerrsquos Syndrome
An individualrsquos
bull Difficulty in communicatingrelating
bull Inability to play imaginativelythink abstractly
bull Insistence on keeping to set routinesfollowing elaborate rituals
bull Often low self-esteem ndash provocative victim
2282018
The Aspergerrsquos Aware Classroom(6 steps ldquoin a nutshellrdquo)1 ldquoAspergerrsquos time ndash twice as much time half as
much done
2 State the obvious ndash no assumptions ldquolive out loudrdquo
3 Keep language simple specific concrete unambiguous
4 Ask open questions wherever possible
5 Consider ldquoget out of jailrdquo card
6 Have a look at wwwresearchautismorgg
2282018
6
Thinking
Patterns
Confluent
Patterner
Technical
Reasoning
Patterner
Sequential
Patterner
Precise
Patterner
Dyslexic
type
Stand alone
independent
reasoning at
expense of
precision
(Yes but
Intuition at
expense of
specifics
(I thought it
would be better
if)
Aspergers
type
Detail and precision
at the expense of
going outside the
box
(But you didnt ask
about that)
Order and
consistency
at expense
of intuitive
leaps (You
only said)
AD(H)D
Type
2282018
For potentially 19 ndash 24 months progress in 12
Liz Truss saysbull We know the best-performing places - like Singapore or Shanghai - have high expectations for every pupil
bull Classes are lsquotaught to the toprsquo - and then struggling students are given extra support to keep up
bull Of course individual needs are attended tobull But there is no false differentiation they donrsquot set out right from the beginning with the assumption that some children just wonrsquot make the grade
httpswwwgovukgovernmentspeecheselizabeth-truss-speaks-about-improving-teaching
Consider students who think faster than they read write spell andor get ideas down on paper
In your school are they
1 Grouped on their basic skills and supported to catch up while effectively being treated as slow learners
2 Grouped on their thinking skills and supported with the access and recording issues
3 This begs a questions ndash
ldquoIs too much specialist provision beingused to top up relatively poor teachingrdquoJanet Thompson HMI 2010
36
Susan Gathercole + Tracey Alloway
2282018 Copyright Neil MacKay 2016
2282018
7
2282018 Copyright Neil MacKay 2016 37
Working Memory
Tracey Alloway 20102282018 Copyright Neil MacKay 2016 38
Kinaesthetic
2282018 Copyright Neil MacKay 2016 39
Working Memory - Simply Psychologywwwsimplypsychologyorg rsaquo
Kinaesthetic
2282018 Copyright Neil MacKay 2016 40
Copyright Neil MacKay 2015
Memory lite spelling strategies
28022018 Copyright Neil MacKay 2016 42
2282018
8
Thanks to Craig Jackson for the original concept of ldquoclose enough spellingrdquo
28022018
Copyright Neil MacKay 2016
43
Pho to syn the sis
Copyright Neil MacKay 2016 4428022018
Tough words
for syllabification
bull explorationbull satellitebull successfullybull astronomerbull geologistbull oceanographer
28022018 Copyright Neil MacKay 2016 45
SMART Spelling Targetsbull [Childrsquos name] will correctly apply the magic ldquoerdquo spelling rule 19 out
of 20 times in unedited spontaneously written classroom papers [Child] will demonstrate ability in all settings
bull [Your Child] will correctly apply rules for words ending with the letter ldquoyrdquo 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings (change y to i and add es ed)
bull [Your Childrsquos name] will correctly spell words using double vowel sounds 19 out of 20 times in unedited spontaneously written classroom papers and will demonstrate ability in all settings (oa ie ea etc inclusive of all double vowel combinations)
bull [Childrsquos name] will correctly use -ed as a suffix in spelling past tense words ending with the ldquotrdquo sound 19 out of 20 times in unedited spontaneously written classroom papers [Your Childrsquos name] will demonstrate ability in all settings
bull [Child] will correctly utilize suffixes by applying appropriate spelling rules 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings
P h o to s y n th e s is
1 1 6 2 0 1 6 C o p y r ig h t N e il M a c K a y 2 0 1 6 4 1
28022018 Copyright Neil MacKay 2016 47
ldquoWhen implemented well formative assessment can double the speed of studentsrsquo learningrdquo Dylan Wiliam Educational Leadership December 2-007January 2008
Based on
bull 5 reviews of research
bull 4000 studies
bull 40 years of research
Supported by the evidence base
2282018 Copyright Neil MacKay 2016 48
For potentially 19 ndash 24 months progress in 12
2282018
9
Copyright Neil MacKay 2015 Copyright Neil MacKay 2015
2282018 Copyright Neil MacKay 2016 51
Traffic Lights
Use traffic lights as a visual means of
showing understanding
eg
bull Students have red amber and green cards which they show on their desks or in the air (red = donrsquot understand green = totally get it etc)
bull Students self-assess using traffic lights The teacher could then record these visually in their mark book
bull Peer assess presentations etc with traffic lights
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 52
2 stars and a wish
For peer assessment ask students to
give two stars and a wish
Two stars = 2 things that are good
about the piece of work
A wish = something they can improve
to make it even better
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 53
Articulate then Answer
Give students the opportunity to
articulate their thinking before
answering ndash
bull 30 seconds silent thinking before any answers
bull Brainstorm in pairs first for 2-3 minutes
bull Write some thoughts down before answering
bull Discuss with your neighbour first
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 54
2282018
10
Tell your neighbour
Students lsquotell their neighbourrsquo as a
means of articulating their thoughts
- Ask a question give thinking time
and then ask students to tell their
neighbour their thoughts
- Tell students what the new topic is and then ask them to tell their neighbour everything they know about it
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 55
Muddiest Point
Students write down one or two
points on which they are least clear
This could be from the previous
lesson the rest of the unit the
preceding activity etc The teacher
and class can then seek to remedy
the muddiness
But before I get involvedhelliphelliphellip
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 56
One-Sentence Summary
Students write a sentence
summarising their knowledge of a
topic
The sentence could have to include
who what when why how where
etc
The sentences could then be peer-
assessed re-drafted and so on
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 57
3ndash 3 ndash 1
Summarise todayrsquos topic (the importance of spaced review) in 3 quick short captions (sound bites)
Thenhellip
Reduce to 3 words
Nexthelliphellip
Take it down to 1 word
(with as many variations as there are numbers)
Back to Plenaries
2282018 Copyright Neil MacKay 2016 58
28022018 Copyright Neil MacKay 2017 59
For potentially 20+months progress in 12
Copyright Neil MacKay 2015
2282018
11
2282018 Copyright Neil MacKay 2016 62
For potentially 20+months progress in 12
I can name an act of pollution whichis driven by ldquoprogressrdquo
I can describe one way that progress canbe linked to pollution
I can explain one way that industry could be viewed as a link to pollution
I can explain an act of pollution and analyse why some people believe progress isis not to blame
I can compare and contrast at least two examples of pollution and evaluate whether progress is to blame
I can suggest ways that might prevent certain acts of ldquoprogress drivenrdquo pollution occurring in the future
Stick your post it note where you are NOW
The three major messages for us
Copyright Neil MacKay 2016
bull the more transparent we make the learning goals the more likely the student is to engage in the work needed to meet the goal
Transparent goals
bull the more the student is aware of success criteria the more she can see the specific actions that are needed to attain these criteria
Success criteria
bull the more feedback there is about progress (specifically from prior to desired outcomes) the more positive attributes to learning are developed
Rapid formative feedback28022018 64
28022018 Copyright Neil MacKay 2017 65
For potentially 21+months progress in 12
Dweck took 2 groups of 10 year olds
bull Both given the same ldquoslightly too hard problemsrdquo
bull One group praised for being smart
bull One group praised for effort motivation and process and ldquonot yetrdquo
bull On the next task
bull ldquoSmartsrdquo group said they would probably cheat ndashalso looked for students who did less well to compare They ran from difficulty
bull ldquoEffortNot yetrdquo group ndash were excited about the next task and embraced difficulty as a learning curve to the future
2282018
12
The Message When USA teachersbull Built a bridge to ldquoyetrdquo
bull Praised wisely
bull Rewarded process not smartshelliphelliphellip
A group of S3Year 8 Native American students in Seattle from very very low income backgrounds did much better than the ldquoMicrosoft kidsrdquo from very prosperous backgrounds So we need tohelliphellip
2282018 Copyright Neil MacKay 2016 68
28022018 Copyright Neil MacKay 2017 69 28022018 Copyright Neil MacKay 2017 70
28022018 Copyright Neil MacKay 2017 71
For potentially 18+months progress in 12
Evidence that peer tutoring works effectively is extensive ndashldquotypically equating to about a GCSE graderdquo (Education Endowment Foundation)
28022018 Copyright Neil MacKay 2017 72
For potentially 18+months progress in 12
2282018
13
2282018 Copyright Neil MacKay 2017 73
The simple view of reading as a way to explain reading difficultiesNicholson Tom | Stewart-Brown Barbara 2013
bull Students with high decoding but poor reading comprehension in this study also had poor listening ability
bull They would not have understood the text material even if we had read it aloud to them
bull To improve their reading levels they need to improve listening comprehension
Copyright Neil MacKay 20172282018 74
Listening Skills Exercise Summarize SummarizeSummarize
bull For at least one week at the end of every teaching point in which information is exchanged conclude with a ldquosummary statement taskrdquo
bull Use for conversations that result in agreements about future obligations tasks or activities
bull Go for ldquohigh stakes listeningrdquo
bull Try ldquotell your neighborhelliphelliprdquo
bull Try ldquomini whiteboard key pointsrdquo
Cheddar GorgeBabble Gabble
28022018 Copyright Neil MacKay 2016 76
772282018 Copyright Neil MacKay 2016 28022018 Copyright Neil MacKay 2016 78
2282018
2
UK model Cognition and Learningbull Wave 1
bull Inclusive Quality First Teaching
bull Differentiated curriculum planning multi-sensory activities delivery and outcome
bull In-class LSA supportbull In-class targeted teacher
supportbull Increased visual aids
modelling etcbull Visual timetablesbull IllustratedACE dictionariesbull Use of writing framesbull Access to ICT to support
learning and presentationbull Access to whole school
homework clubsbull Modified curriculum
pathways
bull Currently in place as part of UDL
Cognition and Learningbull Wave 1
bull Basic skills coursebull Revision classesbull Homework supportbull LiteracyVocabulary Mats
across the curriculumbull Student Plannersbull SEN Teacher Toolkits ndash
Dyslexia and MLDbull External Enrichment activitiesbull Whole School Staff INSETbull SpiritualMoral Social
Cultural Focus in lessonsbull Parent Eveningsbull Extra-curricular clubsbull Lunch time clubsbull Transition Processbull Individual Development
Programme for Staff
Currently in place as part of UDL
Wave 2 = All of Wave 1 plushelliphellip
bull Wave 2bull Multi-sensory tasks
consistently modified to take account of literacy or recording difficulties by Class Teacher Small Group Work HLTA and ELSA trained TAs
bull Focussed strategies for groupsclasses
bull Catch up programmes ndashLiteracy and numeracy eg Springboard 7
bull Booster lessons
bull Exam booster classesbull In class group support from
TAbull Reduced increasingly
individualised timetable bull Guided reading within
lessonsbull Learning mentorbull ICT support for keyboard
skills
Strand 4
2282018
3
What would you prefer NOTnot to be asked about by an Inspector ldquoHow well do youhelliphelliphellip
And your evidence ishelliphelliphelliphellip
SMART Targets
bull httpswwwgooglecoukurlsa=tamprct=jampq=ampesrc=sampsource=webampcd=3ampcad=rjaampuact=8ampved=0ahUKEwjA76LlvsbZAhVBr6QKHWcwCjsQFghGMAIampurl=http3A2F2Fwwwieptargetscouk2Fampusg=AOvVaw3MvQf3qWuoExmWsCPAE7Ur
See LSA document
Strand 4
2282018
Need
individual
instructions
Misinterpreting
instructionsSlow to
start
Getting
finished
Working
in
groups
Issues
flagged
by
teachers
Wont
seek
help
Losing
focus
Fiddling
2282018
4
2282018 Copyright Neil MacKay 2016 19 Copyright Neil MacKay 2015
21 22
ldquoMarked differences in terms of competencies in certain areas especially with regard to oral versus text based skillsrdquo HMIE 2008
Copyright Neil MacKay 2015
2282018
5
Identification Diagnosis (Present before age 7 amp for at least 6 months)
At least 8 of these
bull Fidgets etc ndashldquoconstant motionrdquo
bull Difficulty remaining seated
bull Easily distracted
bull Canrsquot take turns
bull Blurts out answers
bull Following instructions
bull Sustaining attention
bull Shifts ndash task to task
bull Problems playing quietly
bull Excessive talking
bull Interruptsintrudes
bull Doesnrsquot seem to listen
bull Losses key equipment
bull ldquoDangerousrdquo activities
2282018
Aspergerrsquos Syndrome
An individualrsquos
bull Difficulty in communicatingrelating
bull Inability to play imaginativelythink abstractly
bull Insistence on keeping to set routinesfollowing elaborate rituals
bull Often low self-esteem ndash provocative victim
2282018
The Aspergerrsquos Aware Classroom(6 steps ldquoin a nutshellrdquo)1 ldquoAspergerrsquos time ndash twice as much time half as
much done
2 State the obvious ndash no assumptions ldquolive out loudrdquo
3 Keep language simple specific concrete unambiguous
4 Ask open questions wherever possible
5 Consider ldquoget out of jailrdquo card
6 Have a look at wwwresearchautismorgg
2282018
6
Thinking
Patterns
Confluent
Patterner
Technical
Reasoning
Patterner
Sequential
Patterner
Precise
Patterner
Dyslexic
type
Stand alone
independent
reasoning at
expense of
precision
(Yes but
Intuition at
expense of
specifics
(I thought it
would be better
if)
Aspergers
type
Detail and precision
at the expense of
going outside the
box
(But you didnt ask
about that)
Order and
consistency
at expense
of intuitive
leaps (You
only said)
AD(H)D
Type
2282018
For potentially 19 ndash 24 months progress in 12
Liz Truss saysbull We know the best-performing places - like Singapore or Shanghai - have high expectations for every pupil
bull Classes are lsquotaught to the toprsquo - and then struggling students are given extra support to keep up
bull Of course individual needs are attended tobull But there is no false differentiation they donrsquot set out right from the beginning with the assumption that some children just wonrsquot make the grade
httpswwwgovukgovernmentspeecheselizabeth-truss-speaks-about-improving-teaching
Consider students who think faster than they read write spell andor get ideas down on paper
In your school are they
1 Grouped on their basic skills and supported to catch up while effectively being treated as slow learners
2 Grouped on their thinking skills and supported with the access and recording issues
3 This begs a questions ndash
ldquoIs too much specialist provision beingused to top up relatively poor teachingrdquoJanet Thompson HMI 2010
36
Susan Gathercole + Tracey Alloway
2282018 Copyright Neil MacKay 2016
2282018
7
2282018 Copyright Neil MacKay 2016 37
Working Memory
Tracey Alloway 20102282018 Copyright Neil MacKay 2016 38
Kinaesthetic
2282018 Copyright Neil MacKay 2016 39
Working Memory - Simply Psychologywwwsimplypsychologyorg rsaquo
Kinaesthetic
2282018 Copyright Neil MacKay 2016 40
Copyright Neil MacKay 2015
Memory lite spelling strategies
28022018 Copyright Neil MacKay 2016 42
2282018
8
Thanks to Craig Jackson for the original concept of ldquoclose enough spellingrdquo
28022018
Copyright Neil MacKay 2016
43
Pho to syn the sis
Copyright Neil MacKay 2016 4428022018
Tough words
for syllabification
bull explorationbull satellitebull successfullybull astronomerbull geologistbull oceanographer
28022018 Copyright Neil MacKay 2016 45
SMART Spelling Targetsbull [Childrsquos name] will correctly apply the magic ldquoerdquo spelling rule 19 out
of 20 times in unedited spontaneously written classroom papers [Child] will demonstrate ability in all settings
bull [Your Child] will correctly apply rules for words ending with the letter ldquoyrdquo 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings (change y to i and add es ed)
bull [Your Childrsquos name] will correctly spell words using double vowel sounds 19 out of 20 times in unedited spontaneously written classroom papers and will demonstrate ability in all settings (oa ie ea etc inclusive of all double vowel combinations)
bull [Childrsquos name] will correctly use -ed as a suffix in spelling past tense words ending with the ldquotrdquo sound 19 out of 20 times in unedited spontaneously written classroom papers [Your Childrsquos name] will demonstrate ability in all settings
bull [Child] will correctly utilize suffixes by applying appropriate spelling rules 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings
P h o to s y n th e s is
1 1 6 2 0 1 6 C o p y r ig h t N e il M a c K a y 2 0 1 6 4 1
28022018 Copyright Neil MacKay 2016 47
ldquoWhen implemented well formative assessment can double the speed of studentsrsquo learningrdquo Dylan Wiliam Educational Leadership December 2-007January 2008
Based on
bull 5 reviews of research
bull 4000 studies
bull 40 years of research
Supported by the evidence base
2282018 Copyright Neil MacKay 2016 48
For potentially 19 ndash 24 months progress in 12
2282018
9
Copyright Neil MacKay 2015 Copyright Neil MacKay 2015
2282018 Copyright Neil MacKay 2016 51
Traffic Lights
Use traffic lights as a visual means of
showing understanding
eg
bull Students have red amber and green cards which they show on their desks or in the air (red = donrsquot understand green = totally get it etc)
bull Students self-assess using traffic lights The teacher could then record these visually in their mark book
bull Peer assess presentations etc with traffic lights
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 52
2 stars and a wish
For peer assessment ask students to
give two stars and a wish
Two stars = 2 things that are good
about the piece of work
A wish = something they can improve
to make it even better
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 53
Articulate then Answer
Give students the opportunity to
articulate their thinking before
answering ndash
bull 30 seconds silent thinking before any answers
bull Brainstorm in pairs first for 2-3 minutes
bull Write some thoughts down before answering
bull Discuss with your neighbour first
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 54
2282018
10
Tell your neighbour
Students lsquotell their neighbourrsquo as a
means of articulating their thoughts
- Ask a question give thinking time
and then ask students to tell their
neighbour their thoughts
- Tell students what the new topic is and then ask them to tell their neighbour everything they know about it
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 55
Muddiest Point
Students write down one or two
points on which they are least clear
This could be from the previous
lesson the rest of the unit the
preceding activity etc The teacher
and class can then seek to remedy
the muddiness
But before I get involvedhelliphelliphellip
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 56
One-Sentence Summary
Students write a sentence
summarising their knowledge of a
topic
The sentence could have to include
who what when why how where
etc
The sentences could then be peer-
assessed re-drafted and so on
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 57
3ndash 3 ndash 1
Summarise todayrsquos topic (the importance of spaced review) in 3 quick short captions (sound bites)
Thenhellip
Reduce to 3 words
Nexthelliphellip
Take it down to 1 word
(with as many variations as there are numbers)
Back to Plenaries
2282018 Copyright Neil MacKay 2016 58
28022018 Copyright Neil MacKay 2017 59
For potentially 20+months progress in 12
Copyright Neil MacKay 2015
2282018
11
2282018 Copyright Neil MacKay 2016 62
For potentially 20+months progress in 12
I can name an act of pollution whichis driven by ldquoprogressrdquo
I can describe one way that progress canbe linked to pollution
I can explain one way that industry could be viewed as a link to pollution
I can explain an act of pollution and analyse why some people believe progress isis not to blame
I can compare and contrast at least two examples of pollution and evaluate whether progress is to blame
I can suggest ways that might prevent certain acts of ldquoprogress drivenrdquo pollution occurring in the future
Stick your post it note where you are NOW
The three major messages for us
Copyright Neil MacKay 2016
bull the more transparent we make the learning goals the more likely the student is to engage in the work needed to meet the goal
Transparent goals
bull the more the student is aware of success criteria the more she can see the specific actions that are needed to attain these criteria
Success criteria
bull the more feedback there is about progress (specifically from prior to desired outcomes) the more positive attributes to learning are developed
Rapid formative feedback28022018 64
28022018 Copyright Neil MacKay 2017 65
For potentially 21+months progress in 12
Dweck took 2 groups of 10 year olds
bull Both given the same ldquoslightly too hard problemsrdquo
bull One group praised for being smart
bull One group praised for effort motivation and process and ldquonot yetrdquo
bull On the next task
bull ldquoSmartsrdquo group said they would probably cheat ndashalso looked for students who did less well to compare They ran from difficulty
bull ldquoEffortNot yetrdquo group ndash were excited about the next task and embraced difficulty as a learning curve to the future
2282018
12
The Message When USA teachersbull Built a bridge to ldquoyetrdquo
bull Praised wisely
bull Rewarded process not smartshelliphelliphellip
A group of S3Year 8 Native American students in Seattle from very very low income backgrounds did much better than the ldquoMicrosoft kidsrdquo from very prosperous backgrounds So we need tohelliphellip
2282018 Copyright Neil MacKay 2016 68
28022018 Copyright Neil MacKay 2017 69 28022018 Copyright Neil MacKay 2017 70
28022018 Copyright Neil MacKay 2017 71
For potentially 18+months progress in 12
Evidence that peer tutoring works effectively is extensive ndashldquotypically equating to about a GCSE graderdquo (Education Endowment Foundation)
28022018 Copyright Neil MacKay 2017 72
For potentially 18+months progress in 12
2282018
13
2282018 Copyright Neil MacKay 2017 73
The simple view of reading as a way to explain reading difficultiesNicholson Tom | Stewart-Brown Barbara 2013
bull Students with high decoding but poor reading comprehension in this study also had poor listening ability
bull They would not have understood the text material even if we had read it aloud to them
bull To improve their reading levels they need to improve listening comprehension
Copyright Neil MacKay 20172282018 74
Listening Skills Exercise Summarize SummarizeSummarize
bull For at least one week at the end of every teaching point in which information is exchanged conclude with a ldquosummary statement taskrdquo
bull Use for conversations that result in agreements about future obligations tasks or activities
bull Go for ldquohigh stakes listeningrdquo
bull Try ldquotell your neighborhelliphelliprdquo
bull Try ldquomini whiteboard key pointsrdquo
Cheddar GorgeBabble Gabble
28022018 Copyright Neil MacKay 2016 76
772282018 Copyright Neil MacKay 2016 28022018 Copyright Neil MacKay 2016 78
2282018
3
What would you prefer NOTnot to be asked about by an Inspector ldquoHow well do youhelliphelliphellip
And your evidence ishelliphelliphelliphellip
SMART Targets
bull httpswwwgooglecoukurlsa=tamprct=jampq=ampesrc=sampsource=webampcd=3ampcad=rjaampuact=8ampved=0ahUKEwjA76LlvsbZAhVBr6QKHWcwCjsQFghGMAIampurl=http3A2F2Fwwwieptargetscouk2Fampusg=AOvVaw3MvQf3qWuoExmWsCPAE7Ur
See LSA document
Strand 4
2282018
Need
individual
instructions
Misinterpreting
instructionsSlow to
start
Getting
finished
Working
in
groups
Issues
flagged
by
teachers
Wont
seek
help
Losing
focus
Fiddling
2282018
4
2282018 Copyright Neil MacKay 2016 19 Copyright Neil MacKay 2015
21 22
ldquoMarked differences in terms of competencies in certain areas especially with regard to oral versus text based skillsrdquo HMIE 2008
Copyright Neil MacKay 2015
2282018
5
Identification Diagnosis (Present before age 7 amp for at least 6 months)
At least 8 of these
bull Fidgets etc ndashldquoconstant motionrdquo
bull Difficulty remaining seated
bull Easily distracted
bull Canrsquot take turns
bull Blurts out answers
bull Following instructions
bull Sustaining attention
bull Shifts ndash task to task
bull Problems playing quietly
bull Excessive talking
bull Interruptsintrudes
bull Doesnrsquot seem to listen
bull Losses key equipment
bull ldquoDangerousrdquo activities
2282018
Aspergerrsquos Syndrome
An individualrsquos
bull Difficulty in communicatingrelating
bull Inability to play imaginativelythink abstractly
bull Insistence on keeping to set routinesfollowing elaborate rituals
bull Often low self-esteem ndash provocative victim
2282018
The Aspergerrsquos Aware Classroom(6 steps ldquoin a nutshellrdquo)1 ldquoAspergerrsquos time ndash twice as much time half as
much done
2 State the obvious ndash no assumptions ldquolive out loudrdquo
3 Keep language simple specific concrete unambiguous
4 Ask open questions wherever possible
5 Consider ldquoget out of jailrdquo card
6 Have a look at wwwresearchautismorgg
2282018
6
Thinking
Patterns
Confluent
Patterner
Technical
Reasoning
Patterner
Sequential
Patterner
Precise
Patterner
Dyslexic
type
Stand alone
independent
reasoning at
expense of
precision
(Yes but
Intuition at
expense of
specifics
(I thought it
would be better
if)
Aspergers
type
Detail and precision
at the expense of
going outside the
box
(But you didnt ask
about that)
Order and
consistency
at expense
of intuitive
leaps (You
only said)
AD(H)D
Type
2282018
For potentially 19 ndash 24 months progress in 12
Liz Truss saysbull We know the best-performing places - like Singapore or Shanghai - have high expectations for every pupil
bull Classes are lsquotaught to the toprsquo - and then struggling students are given extra support to keep up
bull Of course individual needs are attended tobull But there is no false differentiation they donrsquot set out right from the beginning with the assumption that some children just wonrsquot make the grade
httpswwwgovukgovernmentspeecheselizabeth-truss-speaks-about-improving-teaching
Consider students who think faster than they read write spell andor get ideas down on paper
In your school are they
1 Grouped on their basic skills and supported to catch up while effectively being treated as slow learners
2 Grouped on their thinking skills and supported with the access and recording issues
3 This begs a questions ndash
ldquoIs too much specialist provision beingused to top up relatively poor teachingrdquoJanet Thompson HMI 2010
36
Susan Gathercole + Tracey Alloway
2282018 Copyright Neil MacKay 2016
2282018
7
2282018 Copyright Neil MacKay 2016 37
Working Memory
Tracey Alloway 20102282018 Copyright Neil MacKay 2016 38
Kinaesthetic
2282018 Copyright Neil MacKay 2016 39
Working Memory - Simply Psychologywwwsimplypsychologyorg rsaquo
Kinaesthetic
2282018 Copyright Neil MacKay 2016 40
Copyright Neil MacKay 2015
Memory lite spelling strategies
28022018 Copyright Neil MacKay 2016 42
2282018
8
Thanks to Craig Jackson for the original concept of ldquoclose enough spellingrdquo
28022018
Copyright Neil MacKay 2016
43
Pho to syn the sis
Copyright Neil MacKay 2016 4428022018
Tough words
for syllabification
bull explorationbull satellitebull successfullybull astronomerbull geologistbull oceanographer
28022018 Copyright Neil MacKay 2016 45
SMART Spelling Targetsbull [Childrsquos name] will correctly apply the magic ldquoerdquo spelling rule 19 out
of 20 times in unedited spontaneously written classroom papers [Child] will demonstrate ability in all settings
bull [Your Child] will correctly apply rules for words ending with the letter ldquoyrdquo 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings (change y to i and add es ed)
bull [Your Childrsquos name] will correctly spell words using double vowel sounds 19 out of 20 times in unedited spontaneously written classroom papers and will demonstrate ability in all settings (oa ie ea etc inclusive of all double vowel combinations)
bull [Childrsquos name] will correctly use -ed as a suffix in spelling past tense words ending with the ldquotrdquo sound 19 out of 20 times in unedited spontaneously written classroom papers [Your Childrsquos name] will demonstrate ability in all settings
bull [Child] will correctly utilize suffixes by applying appropriate spelling rules 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings
P h o to s y n th e s is
1 1 6 2 0 1 6 C o p y r ig h t N e il M a c K a y 2 0 1 6 4 1
28022018 Copyright Neil MacKay 2016 47
ldquoWhen implemented well formative assessment can double the speed of studentsrsquo learningrdquo Dylan Wiliam Educational Leadership December 2-007January 2008
Based on
bull 5 reviews of research
bull 4000 studies
bull 40 years of research
Supported by the evidence base
2282018 Copyright Neil MacKay 2016 48
For potentially 19 ndash 24 months progress in 12
2282018
9
Copyright Neil MacKay 2015 Copyright Neil MacKay 2015
2282018 Copyright Neil MacKay 2016 51
Traffic Lights
Use traffic lights as a visual means of
showing understanding
eg
bull Students have red amber and green cards which they show on their desks or in the air (red = donrsquot understand green = totally get it etc)
bull Students self-assess using traffic lights The teacher could then record these visually in their mark book
bull Peer assess presentations etc with traffic lights
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 52
2 stars and a wish
For peer assessment ask students to
give two stars and a wish
Two stars = 2 things that are good
about the piece of work
A wish = something they can improve
to make it even better
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 53
Articulate then Answer
Give students the opportunity to
articulate their thinking before
answering ndash
bull 30 seconds silent thinking before any answers
bull Brainstorm in pairs first for 2-3 minutes
bull Write some thoughts down before answering
bull Discuss with your neighbour first
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 54
2282018
10
Tell your neighbour
Students lsquotell their neighbourrsquo as a
means of articulating their thoughts
- Ask a question give thinking time
and then ask students to tell their
neighbour their thoughts
- Tell students what the new topic is and then ask them to tell their neighbour everything they know about it
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 55
Muddiest Point
Students write down one or two
points on which they are least clear
This could be from the previous
lesson the rest of the unit the
preceding activity etc The teacher
and class can then seek to remedy
the muddiness
But before I get involvedhelliphelliphellip
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 56
One-Sentence Summary
Students write a sentence
summarising their knowledge of a
topic
The sentence could have to include
who what when why how where
etc
The sentences could then be peer-
assessed re-drafted and so on
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 57
3ndash 3 ndash 1
Summarise todayrsquos topic (the importance of spaced review) in 3 quick short captions (sound bites)
Thenhellip
Reduce to 3 words
Nexthelliphellip
Take it down to 1 word
(with as many variations as there are numbers)
Back to Plenaries
2282018 Copyright Neil MacKay 2016 58
28022018 Copyright Neil MacKay 2017 59
For potentially 20+months progress in 12
Copyright Neil MacKay 2015
2282018
11
2282018 Copyright Neil MacKay 2016 62
For potentially 20+months progress in 12
I can name an act of pollution whichis driven by ldquoprogressrdquo
I can describe one way that progress canbe linked to pollution
I can explain one way that industry could be viewed as a link to pollution
I can explain an act of pollution and analyse why some people believe progress isis not to blame
I can compare and contrast at least two examples of pollution and evaluate whether progress is to blame
I can suggest ways that might prevent certain acts of ldquoprogress drivenrdquo pollution occurring in the future
Stick your post it note where you are NOW
The three major messages for us
Copyright Neil MacKay 2016
bull the more transparent we make the learning goals the more likely the student is to engage in the work needed to meet the goal
Transparent goals
bull the more the student is aware of success criteria the more she can see the specific actions that are needed to attain these criteria
Success criteria
bull the more feedback there is about progress (specifically from prior to desired outcomes) the more positive attributes to learning are developed
Rapid formative feedback28022018 64
28022018 Copyright Neil MacKay 2017 65
For potentially 21+months progress in 12
Dweck took 2 groups of 10 year olds
bull Both given the same ldquoslightly too hard problemsrdquo
bull One group praised for being smart
bull One group praised for effort motivation and process and ldquonot yetrdquo
bull On the next task
bull ldquoSmartsrdquo group said they would probably cheat ndashalso looked for students who did less well to compare They ran from difficulty
bull ldquoEffortNot yetrdquo group ndash were excited about the next task and embraced difficulty as a learning curve to the future
2282018
12
The Message When USA teachersbull Built a bridge to ldquoyetrdquo
bull Praised wisely
bull Rewarded process not smartshelliphelliphellip
A group of S3Year 8 Native American students in Seattle from very very low income backgrounds did much better than the ldquoMicrosoft kidsrdquo from very prosperous backgrounds So we need tohelliphellip
2282018 Copyright Neil MacKay 2016 68
28022018 Copyright Neil MacKay 2017 69 28022018 Copyright Neil MacKay 2017 70
28022018 Copyright Neil MacKay 2017 71
For potentially 18+months progress in 12
Evidence that peer tutoring works effectively is extensive ndashldquotypically equating to about a GCSE graderdquo (Education Endowment Foundation)
28022018 Copyright Neil MacKay 2017 72
For potentially 18+months progress in 12
2282018
13
2282018 Copyright Neil MacKay 2017 73
The simple view of reading as a way to explain reading difficultiesNicholson Tom | Stewart-Brown Barbara 2013
bull Students with high decoding but poor reading comprehension in this study also had poor listening ability
bull They would not have understood the text material even if we had read it aloud to them
bull To improve their reading levels they need to improve listening comprehension
Copyright Neil MacKay 20172282018 74
Listening Skills Exercise Summarize SummarizeSummarize
bull For at least one week at the end of every teaching point in which information is exchanged conclude with a ldquosummary statement taskrdquo
bull Use for conversations that result in agreements about future obligations tasks or activities
bull Go for ldquohigh stakes listeningrdquo
bull Try ldquotell your neighborhelliphelliprdquo
bull Try ldquomini whiteboard key pointsrdquo
Cheddar GorgeBabble Gabble
28022018 Copyright Neil MacKay 2016 76
772282018 Copyright Neil MacKay 2016 28022018 Copyright Neil MacKay 2016 78
2282018
4
2282018 Copyright Neil MacKay 2016 19 Copyright Neil MacKay 2015
21 22
ldquoMarked differences in terms of competencies in certain areas especially with regard to oral versus text based skillsrdquo HMIE 2008
Copyright Neil MacKay 2015
2282018
5
Identification Diagnosis (Present before age 7 amp for at least 6 months)
At least 8 of these
bull Fidgets etc ndashldquoconstant motionrdquo
bull Difficulty remaining seated
bull Easily distracted
bull Canrsquot take turns
bull Blurts out answers
bull Following instructions
bull Sustaining attention
bull Shifts ndash task to task
bull Problems playing quietly
bull Excessive talking
bull Interruptsintrudes
bull Doesnrsquot seem to listen
bull Losses key equipment
bull ldquoDangerousrdquo activities
2282018
Aspergerrsquos Syndrome
An individualrsquos
bull Difficulty in communicatingrelating
bull Inability to play imaginativelythink abstractly
bull Insistence on keeping to set routinesfollowing elaborate rituals
bull Often low self-esteem ndash provocative victim
2282018
The Aspergerrsquos Aware Classroom(6 steps ldquoin a nutshellrdquo)1 ldquoAspergerrsquos time ndash twice as much time half as
much done
2 State the obvious ndash no assumptions ldquolive out loudrdquo
3 Keep language simple specific concrete unambiguous
4 Ask open questions wherever possible
5 Consider ldquoget out of jailrdquo card
6 Have a look at wwwresearchautismorgg
2282018
6
Thinking
Patterns
Confluent
Patterner
Technical
Reasoning
Patterner
Sequential
Patterner
Precise
Patterner
Dyslexic
type
Stand alone
independent
reasoning at
expense of
precision
(Yes but
Intuition at
expense of
specifics
(I thought it
would be better
if)
Aspergers
type
Detail and precision
at the expense of
going outside the
box
(But you didnt ask
about that)
Order and
consistency
at expense
of intuitive
leaps (You
only said)
AD(H)D
Type
2282018
For potentially 19 ndash 24 months progress in 12
Liz Truss saysbull We know the best-performing places - like Singapore or Shanghai - have high expectations for every pupil
bull Classes are lsquotaught to the toprsquo - and then struggling students are given extra support to keep up
bull Of course individual needs are attended tobull But there is no false differentiation they donrsquot set out right from the beginning with the assumption that some children just wonrsquot make the grade
httpswwwgovukgovernmentspeecheselizabeth-truss-speaks-about-improving-teaching
Consider students who think faster than they read write spell andor get ideas down on paper
In your school are they
1 Grouped on their basic skills and supported to catch up while effectively being treated as slow learners
2 Grouped on their thinking skills and supported with the access and recording issues
3 This begs a questions ndash
ldquoIs too much specialist provision beingused to top up relatively poor teachingrdquoJanet Thompson HMI 2010
36
Susan Gathercole + Tracey Alloway
2282018 Copyright Neil MacKay 2016
2282018
7
2282018 Copyright Neil MacKay 2016 37
Working Memory
Tracey Alloway 20102282018 Copyright Neil MacKay 2016 38
Kinaesthetic
2282018 Copyright Neil MacKay 2016 39
Working Memory - Simply Psychologywwwsimplypsychologyorg rsaquo
Kinaesthetic
2282018 Copyright Neil MacKay 2016 40
Copyright Neil MacKay 2015
Memory lite spelling strategies
28022018 Copyright Neil MacKay 2016 42
2282018
8
Thanks to Craig Jackson for the original concept of ldquoclose enough spellingrdquo
28022018
Copyright Neil MacKay 2016
43
Pho to syn the sis
Copyright Neil MacKay 2016 4428022018
Tough words
for syllabification
bull explorationbull satellitebull successfullybull astronomerbull geologistbull oceanographer
28022018 Copyright Neil MacKay 2016 45
SMART Spelling Targetsbull [Childrsquos name] will correctly apply the magic ldquoerdquo spelling rule 19 out
of 20 times in unedited spontaneously written classroom papers [Child] will demonstrate ability in all settings
bull [Your Child] will correctly apply rules for words ending with the letter ldquoyrdquo 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings (change y to i and add es ed)
bull [Your Childrsquos name] will correctly spell words using double vowel sounds 19 out of 20 times in unedited spontaneously written classroom papers and will demonstrate ability in all settings (oa ie ea etc inclusive of all double vowel combinations)
bull [Childrsquos name] will correctly use -ed as a suffix in spelling past tense words ending with the ldquotrdquo sound 19 out of 20 times in unedited spontaneously written classroom papers [Your Childrsquos name] will demonstrate ability in all settings
bull [Child] will correctly utilize suffixes by applying appropriate spelling rules 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings
P h o to s y n th e s is
1 1 6 2 0 1 6 C o p y r ig h t N e il M a c K a y 2 0 1 6 4 1
28022018 Copyright Neil MacKay 2016 47
ldquoWhen implemented well formative assessment can double the speed of studentsrsquo learningrdquo Dylan Wiliam Educational Leadership December 2-007January 2008
Based on
bull 5 reviews of research
bull 4000 studies
bull 40 years of research
Supported by the evidence base
2282018 Copyright Neil MacKay 2016 48
For potentially 19 ndash 24 months progress in 12
2282018
9
Copyright Neil MacKay 2015 Copyright Neil MacKay 2015
2282018 Copyright Neil MacKay 2016 51
Traffic Lights
Use traffic lights as a visual means of
showing understanding
eg
bull Students have red amber and green cards which they show on their desks or in the air (red = donrsquot understand green = totally get it etc)
bull Students self-assess using traffic lights The teacher could then record these visually in their mark book
bull Peer assess presentations etc with traffic lights
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 52
2 stars and a wish
For peer assessment ask students to
give two stars and a wish
Two stars = 2 things that are good
about the piece of work
A wish = something they can improve
to make it even better
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 53
Articulate then Answer
Give students the opportunity to
articulate their thinking before
answering ndash
bull 30 seconds silent thinking before any answers
bull Brainstorm in pairs first for 2-3 minutes
bull Write some thoughts down before answering
bull Discuss with your neighbour first
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 54
2282018
10
Tell your neighbour
Students lsquotell their neighbourrsquo as a
means of articulating their thoughts
- Ask a question give thinking time
and then ask students to tell their
neighbour their thoughts
- Tell students what the new topic is and then ask them to tell their neighbour everything they know about it
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 55
Muddiest Point
Students write down one or two
points on which they are least clear
This could be from the previous
lesson the rest of the unit the
preceding activity etc The teacher
and class can then seek to remedy
the muddiness
But before I get involvedhelliphelliphellip
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 56
One-Sentence Summary
Students write a sentence
summarising their knowledge of a
topic
The sentence could have to include
who what when why how where
etc
The sentences could then be peer-
assessed re-drafted and so on
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 57
3ndash 3 ndash 1
Summarise todayrsquos topic (the importance of spaced review) in 3 quick short captions (sound bites)
Thenhellip
Reduce to 3 words
Nexthelliphellip
Take it down to 1 word
(with as many variations as there are numbers)
Back to Plenaries
2282018 Copyright Neil MacKay 2016 58
28022018 Copyright Neil MacKay 2017 59
For potentially 20+months progress in 12
Copyright Neil MacKay 2015
2282018
11
2282018 Copyright Neil MacKay 2016 62
For potentially 20+months progress in 12
I can name an act of pollution whichis driven by ldquoprogressrdquo
I can describe one way that progress canbe linked to pollution
I can explain one way that industry could be viewed as a link to pollution
I can explain an act of pollution and analyse why some people believe progress isis not to blame
I can compare and contrast at least two examples of pollution and evaluate whether progress is to blame
I can suggest ways that might prevent certain acts of ldquoprogress drivenrdquo pollution occurring in the future
Stick your post it note where you are NOW
The three major messages for us
Copyright Neil MacKay 2016
bull the more transparent we make the learning goals the more likely the student is to engage in the work needed to meet the goal
Transparent goals
bull the more the student is aware of success criteria the more she can see the specific actions that are needed to attain these criteria
Success criteria
bull the more feedback there is about progress (specifically from prior to desired outcomes) the more positive attributes to learning are developed
Rapid formative feedback28022018 64
28022018 Copyright Neil MacKay 2017 65
For potentially 21+months progress in 12
Dweck took 2 groups of 10 year olds
bull Both given the same ldquoslightly too hard problemsrdquo
bull One group praised for being smart
bull One group praised for effort motivation and process and ldquonot yetrdquo
bull On the next task
bull ldquoSmartsrdquo group said they would probably cheat ndashalso looked for students who did less well to compare They ran from difficulty
bull ldquoEffortNot yetrdquo group ndash were excited about the next task and embraced difficulty as a learning curve to the future
2282018
12
The Message When USA teachersbull Built a bridge to ldquoyetrdquo
bull Praised wisely
bull Rewarded process not smartshelliphelliphellip
A group of S3Year 8 Native American students in Seattle from very very low income backgrounds did much better than the ldquoMicrosoft kidsrdquo from very prosperous backgrounds So we need tohelliphellip
2282018 Copyright Neil MacKay 2016 68
28022018 Copyright Neil MacKay 2017 69 28022018 Copyright Neil MacKay 2017 70
28022018 Copyright Neil MacKay 2017 71
For potentially 18+months progress in 12
Evidence that peer tutoring works effectively is extensive ndashldquotypically equating to about a GCSE graderdquo (Education Endowment Foundation)
28022018 Copyright Neil MacKay 2017 72
For potentially 18+months progress in 12
2282018
13
2282018 Copyright Neil MacKay 2017 73
The simple view of reading as a way to explain reading difficultiesNicholson Tom | Stewart-Brown Barbara 2013
bull Students with high decoding but poor reading comprehension in this study also had poor listening ability
bull They would not have understood the text material even if we had read it aloud to them
bull To improve their reading levels they need to improve listening comprehension
Copyright Neil MacKay 20172282018 74
Listening Skills Exercise Summarize SummarizeSummarize
bull For at least one week at the end of every teaching point in which information is exchanged conclude with a ldquosummary statement taskrdquo
bull Use for conversations that result in agreements about future obligations tasks or activities
bull Go for ldquohigh stakes listeningrdquo
bull Try ldquotell your neighborhelliphelliprdquo
bull Try ldquomini whiteboard key pointsrdquo
Cheddar GorgeBabble Gabble
28022018 Copyright Neil MacKay 2016 76
772282018 Copyright Neil MacKay 2016 28022018 Copyright Neil MacKay 2016 78
2282018
5
Identification Diagnosis (Present before age 7 amp for at least 6 months)
At least 8 of these
bull Fidgets etc ndashldquoconstant motionrdquo
bull Difficulty remaining seated
bull Easily distracted
bull Canrsquot take turns
bull Blurts out answers
bull Following instructions
bull Sustaining attention
bull Shifts ndash task to task
bull Problems playing quietly
bull Excessive talking
bull Interruptsintrudes
bull Doesnrsquot seem to listen
bull Losses key equipment
bull ldquoDangerousrdquo activities
2282018
Aspergerrsquos Syndrome
An individualrsquos
bull Difficulty in communicatingrelating
bull Inability to play imaginativelythink abstractly
bull Insistence on keeping to set routinesfollowing elaborate rituals
bull Often low self-esteem ndash provocative victim
2282018
The Aspergerrsquos Aware Classroom(6 steps ldquoin a nutshellrdquo)1 ldquoAspergerrsquos time ndash twice as much time half as
much done
2 State the obvious ndash no assumptions ldquolive out loudrdquo
3 Keep language simple specific concrete unambiguous
4 Ask open questions wherever possible
5 Consider ldquoget out of jailrdquo card
6 Have a look at wwwresearchautismorgg
2282018
6
Thinking
Patterns
Confluent
Patterner
Technical
Reasoning
Patterner
Sequential
Patterner
Precise
Patterner
Dyslexic
type
Stand alone
independent
reasoning at
expense of
precision
(Yes but
Intuition at
expense of
specifics
(I thought it
would be better
if)
Aspergers
type
Detail and precision
at the expense of
going outside the
box
(But you didnt ask
about that)
Order and
consistency
at expense
of intuitive
leaps (You
only said)
AD(H)D
Type
2282018
For potentially 19 ndash 24 months progress in 12
Liz Truss saysbull We know the best-performing places - like Singapore or Shanghai - have high expectations for every pupil
bull Classes are lsquotaught to the toprsquo - and then struggling students are given extra support to keep up
bull Of course individual needs are attended tobull But there is no false differentiation they donrsquot set out right from the beginning with the assumption that some children just wonrsquot make the grade
httpswwwgovukgovernmentspeecheselizabeth-truss-speaks-about-improving-teaching
Consider students who think faster than they read write spell andor get ideas down on paper
In your school are they
1 Grouped on their basic skills and supported to catch up while effectively being treated as slow learners
2 Grouped on their thinking skills and supported with the access and recording issues
3 This begs a questions ndash
ldquoIs too much specialist provision beingused to top up relatively poor teachingrdquoJanet Thompson HMI 2010
36
Susan Gathercole + Tracey Alloway
2282018 Copyright Neil MacKay 2016
2282018
7
2282018 Copyright Neil MacKay 2016 37
Working Memory
Tracey Alloway 20102282018 Copyright Neil MacKay 2016 38
Kinaesthetic
2282018 Copyright Neil MacKay 2016 39
Working Memory - Simply Psychologywwwsimplypsychologyorg rsaquo
Kinaesthetic
2282018 Copyright Neil MacKay 2016 40
Copyright Neil MacKay 2015
Memory lite spelling strategies
28022018 Copyright Neil MacKay 2016 42
2282018
8
Thanks to Craig Jackson for the original concept of ldquoclose enough spellingrdquo
28022018
Copyright Neil MacKay 2016
43
Pho to syn the sis
Copyright Neil MacKay 2016 4428022018
Tough words
for syllabification
bull explorationbull satellitebull successfullybull astronomerbull geologistbull oceanographer
28022018 Copyright Neil MacKay 2016 45
SMART Spelling Targetsbull [Childrsquos name] will correctly apply the magic ldquoerdquo spelling rule 19 out
of 20 times in unedited spontaneously written classroom papers [Child] will demonstrate ability in all settings
bull [Your Child] will correctly apply rules for words ending with the letter ldquoyrdquo 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings (change y to i and add es ed)
bull [Your Childrsquos name] will correctly spell words using double vowel sounds 19 out of 20 times in unedited spontaneously written classroom papers and will demonstrate ability in all settings (oa ie ea etc inclusive of all double vowel combinations)
bull [Childrsquos name] will correctly use -ed as a suffix in spelling past tense words ending with the ldquotrdquo sound 19 out of 20 times in unedited spontaneously written classroom papers [Your Childrsquos name] will demonstrate ability in all settings
bull [Child] will correctly utilize suffixes by applying appropriate spelling rules 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings
P h o to s y n th e s is
1 1 6 2 0 1 6 C o p y r ig h t N e il M a c K a y 2 0 1 6 4 1
28022018 Copyright Neil MacKay 2016 47
ldquoWhen implemented well formative assessment can double the speed of studentsrsquo learningrdquo Dylan Wiliam Educational Leadership December 2-007January 2008
Based on
bull 5 reviews of research
bull 4000 studies
bull 40 years of research
Supported by the evidence base
2282018 Copyright Neil MacKay 2016 48
For potentially 19 ndash 24 months progress in 12
2282018
9
Copyright Neil MacKay 2015 Copyright Neil MacKay 2015
2282018 Copyright Neil MacKay 2016 51
Traffic Lights
Use traffic lights as a visual means of
showing understanding
eg
bull Students have red amber and green cards which they show on their desks or in the air (red = donrsquot understand green = totally get it etc)
bull Students self-assess using traffic lights The teacher could then record these visually in their mark book
bull Peer assess presentations etc with traffic lights
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 52
2 stars and a wish
For peer assessment ask students to
give two stars and a wish
Two stars = 2 things that are good
about the piece of work
A wish = something they can improve
to make it even better
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 53
Articulate then Answer
Give students the opportunity to
articulate their thinking before
answering ndash
bull 30 seconds silent thinking before any answers
bull Brainstorm in pairs first for 2-3 minutes
bull Write some thoughts down before answering
bull Discuss with your neighbour first
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 54
2282018
10
Tell your neighbour
Students lsquotell their neighbourrsquo as a
means of articulating their thoughts
- Ask a question give thinking time
and then ask students to tell their
neighbour their thoughts
- Tell students what the new topic is and then ask them to tell their neighbour everything they know about it
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 55
Muddiest Point
Students write down one or two
points on which they are least clear
This could be from the previous
lesson the rest of the unit the
preceding activity etc The teacher
and class can then seek to remedy
the muddiness
But before I get involvedhelliphelliphellip
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 56
One-Sentence Summary
Students write a sentence
summarising their knowledge of a
topic
The sentence could have to include
who what when why how where
etc
The sentences could then be peer-
assessed re-drafted and so on
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 57
3ndash 3 ndash 1
Summarise todayrsquos topic (the importance of spaced review) in 3 quick short captions (sound bites)
Thenhellip
Reduce to 3 words
Nexthelliphellip
Take it down to 1 word
(with as many variations as there are numbers)
Back to Plenaries
2282018 Copyright Neil MacKay 2016 58
28022018 Copyright Neil MacKay 2017 59
For potentially 20+months progress in 12
Copyright Neil MacKay 2015
2282018
11
2282018 Copyright Neil MacKay 2016 62
For potentially 20+months progress in 12
I can name an act of pollution whichis driven by ldquoprogressrdquo
I can describe one way that progress canbe linked to pollution
I can explain one way that industry could be viewed as a link to pollution
I can explain an act of pollution and analyse why some people believe progress isis not to blame
I can compare and contrast at least two examples of pollution and evaluate whether progress is to blame
I can suggest ways that might prevent certain acts of ldquoprogress drivenrdquo pollution occurring in the future
Stick your post it note where you are NOW
The three major messages for us
Copyright Neil MacKay 2016
bull the more transparent we make the learning goals the more likely the student is to engage in the work needed to meet the goal
Transparent goals
bull the more the student is aware of success criteria the more she can see the specific actions that are needed to attain these criteria
Success criteria
bull the more feedback there is about progress (specifically from prior to desired outcomes) the more positive attributes to learning are developed
Rapid formative feedback28022018 64
28022018 Copyright Neil MacKay 2017 65
For potentially 21+months progress in 12
Dweck took 2 groups of 10 year olds
bull Both given the same ldquoslightly too hard problemsrdquo
bull One group praised for being smart
bull One group praised for effort motivation and process and ldquonot yetrdquo
bull On the next task
bull ldquoSmartsrdquo group said they would probably cheat ndashalso looked for students who did less well to compare They ran from difficulty
bull ldquoEffortNot yetrdquo group ndash were excited about the next task and embraced difficulty as a learning curve to the future
2282018
12
The Message When USA teachersbull Built a bridge to ldquoyetrdquo
bull Praised wisely
bull Rewarded process not smartshelliphelliphellip
A group of S3Year 8 Native American students in Seattle from very very low income backgrounds did much better than the ldquoMicrosoft kidsrdquo from very prosperous backgrounds So we need tohelliphellip
2282018 Copyright Neil MacKay 2016 68
28022018 Copyright Neil MacKay 2017 69 28022018 Copyright Neil MacKay 2017 70
28022018 Copyright Neil MacKay 2017 71
For potentially 18+months progress in 12
Evidence that peer tutoring works effectively is extensive ndashldquotypically equating to about a GCSE graderdquo (Education Endowment Foundation)
28022018 Copyright Neil MacKay 2017 72
For potentially 18+months progress in 12
2282018
13
2282018 Copyright Neil MacKay 2017 73
The simple view of reading as a way to explain reading difficultiesNicholson Tom | Stewart-Brown Barbara 2013
bull Students with high decoding but poor reading comprehension in this study also had poor listening ability
bull They would not have understood the text material even if we had read it aloud to them
bull To improve their reading levels they need to improve listening comprehension
Copyright Neil MacKay 20172282018 74
Listening Skills Exercise Summarize SummarizeSummarize
bull For at least one week at the end of every teaching point in which information is exchanged conclude with a ldquosummary statement taskrdquo
bull Use for conversations that result in agreements about future obligations tasks or activities
bull Go for ldquohigh stakes listeningrdquo
bull Try ldquotell your neighborhelliphelliprdquo
bull Try ldquomini whiteboard key pointsrdquo
Cheddar GorgeBabble Gabble
28022018 Copyright Neil MacKay 2016 76
772282018 Copyright Neil MacKay 2016 28022018 Copyright Neil MacKay 2016 78
2282018
6
Thinking
Patterns
Confluent
Patterner
Technical
Reasoning
Patterner
Sequential
Patterner
Precise
Patterner
Dyslexic
type
Stand alone
independent
reasoning at
expense of
precision
(Yes but
Intuition at
expense of
specifics
(I thought it
would be better
if)
Aspergers
type
Detail and precision
at the expense of
going outside the
box
(But you didnt ask
about that)
Order and
consistency
at expense
of intuitive
leaps (You
only said)
AD(H)D
Type
2282018
For potentially 19 ndash 24 months progress in 12
Liz Truss saysbull We know the best-performing places - like Singapore or Shanghai - have high expectations for every pupil
bull Classes are lsquotaught to the toprsquo - and then struggling students are given extra support to keep up
bull Of course individual needs are attended tobull But there is no false differentiation they donrsquot set out right from the beginning with the assumption that some children just wonrsquot make the grade
httpswwwgovukgovernmentspeecheselizabeth-truss-speaks-about-improving-teaching
Consider students who think faster than they read write spell andor get ideas down on paper
In your school are they
1 Grouped on their basic skills and supported to catch up while effectively being treated as slow learners
2 Grouped on their thinking skills and supported with the access and recording issues
3 This begs a questions ndash
ldquoIs too much specialist provision beingused to top up relatively poor teachingrdquoJanet Thompson HMI 2010
36
Susan Gathercole + Tracey Alloway
2282018 Copyright Neil MacKay 2016
2282018
7
2282018 Copyright Neil MacKay 2016 37
Working Memory
Tracey Alloway 20102282018 Copyright Neil MacKay 2016 38
Kinaesthetic
2282018 Copyright Neil MacKay 2016 39
Working Memory - Simply Psychologywwwsimplypsychologyorg rsaquo
Kinaesthetic
2282018 Copyright Neil MacKay 2016 40
Copyright Neil MacKay 2015
Memory lite spelling strategies
28022018 Copyright Neil MacKay 2016 42
2282018
8
Thanks to Craig Jackson for the original concept of ldquoclose enough spellingrdquo
28022018
Copyright Neil MacKay 2016
43
Pho to syn the sis
Copyright Neil MacKay 2016 4428022018
Tough words
for syllabification
bull explorationbull satellitebull successfullybull astronomerbull geologistbull oceanographer
28022018 Copyright Neil MacKay 2016 45
SMART Spelling Targetsbull [Childrsquos name] will correctly apply the magic ldquoerdquo spelling rule 19 out
of 20 times in unedited spontaneously written classroom papers [Child] will demonstrate ability in all settings
bull [Your Child] will correctly apply rules for words ending with the letter ldquoyrdquo 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings (change y to i and add es ed)
bull [Your Childrsquos name] will correctly spell words using double vowel sounds 19 out of 20 times in unedited spontaneously written classroom papers and will demonstrate ability in all settings (oa ie ea etc inclusive of all double vowel combinations)
bull [Childrsquos name] will correctly use -ed as a suffix in spelling past tense words ending with the ldquotrdquo sound 19 out of 20 times in unedited spontaneously written classroom papers [Your Childrsquos name] will demonstrate ability in all settings
bull [Child] will correctly utilize suffixes by applying appropriate spelling rules 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings
P h o to s y n th e s is
1 1 6 2 0 1 6 C o p y r ig h t N e il M a c K a y 2 0 1 6 4 1
28022018 Copyright Neil MacKay 2016 47
ldquoWhen implemented well formative assessment can double the speed of studentsrsquo learningrdquo Dylan Wiliam Educational Leadership December 2-007January 2008
Based on
bull 5 reviews of research
bull 4000 studies
bull 40 years of research
Supported by the evidence base
2282018 Copyright Neil MacKay 2016 48
For potentially 19 ndash 24 months progress in 12
2282018
9
Copyright Neil MacKay 2015 Copyright Neil MacKay 2015
2282018 Copyright Neil MacKay 2016 51
Traffic Lights
Use traffic lights as a visual means of
showing understanding
eg
bull Students have red amber and green cards which they show on their desks or in the air (red = donrsquot understand green = totally get it etc)
bull Students self-assess using traffic lights The teacher could then record these visually in their mark book
bull Peer assess presentations etc with traffic lights
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 52
2 stars and a wish
For peer assessment ask students to
give two stars and a wish
Two stars = 2 things that are good
about the piece of work
A wish = something they can improve
to make it even better
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 53
Articulate then Answer
Give students the opportunity to
articulate their thinking before
answering ndash
bull 30 seconds silent thinking before any answers
bull Brainstorm in pairs first for 2-3 minutes
bull Write some thoughts down before answering
bull Discuss with your neighbour first
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 54
2282018
10
Tell your neighbour
Students lsquotell their neighbourrsquo as a
means of articulating their thoughts
- Ask a question give thinking time
and then ask students to tell their
neighbour their thoughts
- Tell students what the new topic is and then ask them to tell their neighbour everything they know about it
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 55
Muddiest Point
Students write down one or two
points on which they are least clear
This could be from the previous
lesson the rest of the unit the
preceding activity etc The teacher
and class can then seek to remedy
the muddiness
But before I get involvedhelliphelliphellip
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 56
One-Sentence Summary
Students write a sentence
summarising their knowledge of a
topic
The sentence could have to include
who what when why how where
etc
The sentences could then be peer-
assessed re-drafted and so on
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 57
3ndash 3 ndash 1
Summarise todayrsquos topic (the importance of spaced review) in 3 quick short captions (sound bites)
Thenhellip
Reduce to 3 words
Nexthelliphellip
Take it down to 1 word
(with as many variations as there are numbers)
Back to Plenaries
2282018 Copyright Neil MacKay 2016 58
28022018 Copyright Neil MacKay 2017 59
For potentially 20+months progress in 12
Copyright Neil MacKay 2015
2282018
11
2282018 Copyright Neil MacKay 2016 62
For potentially 20+months progress in 12
I can name an act of pollution whichis driven by ldquoprogressrdquo
I can describe one way that progress canbe linked to pollution
I can explain one way that industry could be viewed as a link to pollution
I can explain an act of pollution and analyse why some people believe progress isis not to blame
I can compare and contrast at least two examples of pollution and evaluate whether progress is to blame
I can suggest ways that might prevent certain acts of ldquoprogress drivenrdquo pollution occurring in the future
Stick your post it note where you are NOW
The three major messages for us
Copyright Neil MacKay 2016
bull the more transparent we make the learning goals the more likely the student is to engage in the work needed to meet the goal
Transparent goals
bull the more the student is aware of success criteria the more she can see the specific actions that are needed to attain these criteria
Success criteria
bull the more feedback there is about progress (specifically from prior to desired outcomes) the more positive attributes to learning are developed
Rapid formative feedback28022018 64
28022018 Copyright Neil MacKay 2017 65
For potentially 21+months progress in 12
Dweck took 2 groups of 10 year olds
bull Both given the same ldquoslightly too hard problemsrdquo
bull One group praised for being smart
bull One group praised for effort motivation and process and ldquonot yetrdquo
bull On the next task
bull ldquoSmartsrdquo group said they would probably cheat ndashalso looked for students who did less well to compare They ran from difficulty
bull ldquoEffortNot yetrdquo group ndash were excited about the next task and embraced difficulty as a learning curve to the future
2282018
12
The Message When USA teachersbull Built a bridge to ldquoyetrdquo
bull Praised wisely
bull Rewarded process not smartshelliphelliphellip
A group of S3Year 8 Native American students in Seattle from very very low income backgrounds did much better than the ldquoMicrosoft kidsrdquo from very prosperous backgrounds So we need tohelliphellip
2282018 Copyright Neil MacKay 2016 68
28022018 Copyright Neil MacKay 2017 69 28022018 Copyright Neil MacKay 2017 70
28022018 Copyright Neil MacKay 2017 71
For potentially 18+months progress in 12
Evidence that peer tutoring works effectively is extensive ndashldquotypically equating to about a GCSE graderdquo (Education Endowment Foundation)
28022018 Copyright Neil MacKay 2017 72
For potentially 18+months progress in 12
2282018
13
2282018 Copyright Neil MacKay 2017 73
The simple view of reading as a way to explain reading difficultiesNicholson Tom | Stewart-Brown Barbara 2013
bull Students with high decoding but poor reading comprehension in this study also had poor listening ability
bull They would not have understood the text material even if we had read it aloud to them
bull To improve their reading levels they need to improve listening comprehension
Copyright Neil MacKay 20172282018 74
Listening Skills Exercise Summarize SummarizeSummarize
bull For at least one week at the end of every teaching point in which information is exchanged conclude with a ldquosummary statement taskrdquo
bull Use for conversations that result in agreements about future obligations tasks or activities
bull Go for ldquohigh stakes listeningrdquo
bull Try ldquotell your neighborhelliphelliprdquo
bull Try ldquomini whiteboard key pointsrdquo
Cheddar GorgeBabble Gabble
28022018 Copyright Neil MacKay 2016 76
772282018 Copyright Neil MacKay 2016 28022018 Copyright Neil MacKay 2016 78
2282018
7
2282018 Copyright Neil MacKay 2016 37
Working Memory
Tracey Alloway 20102282018 Copyright Neil MacKay 2016 38
Kinaesthetic
2282018 Copyright Neil MacKay 2016 39
Working Memory - Simply Psychologywwwsimplypsychologyorg rsaquo
Kinaesthetic
2282018 Copyright Neil MacKay 2016 40
Copyright Neil MacKay 2015
Memory lite spelling strategies
28022018 Copyright Neil MacKay 2016 42
2282018
8
Thanks to Craig Jackson for the original concept of ldquoclose enough spellingrdquo
28022018
Copyright Neil MacKay 2016
43
Pho to syn the sis
Copyright Neil MacKay 2016 4428022018
Tough words
for syllabification
bull explorationbull satellitebull successfullybull astronomerbull geologistbull oceanographer
28022018 Copyright Neil MacKay 2016 45
SMART Spelling Targetsbull [Childrsquos name] will correctly apply the magic ldquoerdquo spelling rule 19 out
of 20 times in unedited spontaneously written classroom papers [Child] will demonstrate ability in all settings
bull [Your Child] will correctly apply rules for words ending with the letter ldquoyrdquo 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings (change y to i and add es ed)
bull [Your Childrsquos name] will correctly spell words using double vowel sounds 19 out of 20 times in unedited spontaneously written classroom papers and will demonstrate ability in all settings (oa ie ea etc inclusive of all double vowel combinations)
bull [Childrsquos name] will correctly use -ed as a suffix in spelling past tense words ending with the ldquotrdquo sound 19 out of 20 times in unedited spontaneously written classroom papers [Your Childrsquos name] will demonstrate ability in all settings
bull [Child] will correctly utilize suffixes by applying appropriate spelling rules 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings
P h o to s y n th e s is
1 1 6 2 0 1 6 C o p y r ig h t N e il M a c K a y 2 0 1 6 4 1
28022018 Copyright Neil MacKay 2016 47
ldquoWhen implemented well formative assessment can double the speed of studentsrsquo learningrdquo Dylan Wiliam Educational Leadership December 2-007January 2008
Based on
bull 5 reviews of research
bull 4000 studies
bull 40 years of research
Supported by the evidence base
2282018 Copyright Neil MacKay 2016 48
For potentially 19 ndash 24 months progress in 12
2282018
9
Copyright Neil MacKay 2015 Copyright Neil MacKay 2015
2282018 Copyright Neil MacKay 2016 51
Traffic Lights
Use traffic lights as a visual means of
showing understanding
eg
bull Students have red amber and green cards which they show on their desks or in the air (red = donrsquot understand green = totally get it etc)
bull Students self-assess using traffic lights The teacher could then record these visually in their mark book
bull Peer assess presentations etc with traffic lights
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 52
2 stars and a wish
For peer assessment ask students to
give two stars and a wish
Two stars = 2 things that are good
about the piece of work
A wish = something they can improve
to make it even better
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 53
Articulate then Answer
Give students the opportunity to
articulate their thinking before
answering ndash
bull 30 seconds silent thinking before any answers
bull Brainstorm in pairs first for 2-3 minutes
bull Write some thoughts down before answering
bull Discuss with your neighbour first
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 54
2282018
10
Tell your neighbour
Students lsquotell their neighbourrsquo as a
means of articulating their thoughts
- Ask a question give thinking time
and then ask students to tell their
neighbour their thoughts
- Tell students what the new topic is and then ask them to tell their neighbour everything they know about it
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 55
Muddiest Point
Students write down one or two
points on which they are least clear
This could be from the previous
lesson the rest of the unit the
preceding activity etc The teacher
and class can then seek to remedy
the muddiness
But before I get involvedhelliphelliphellip
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 56
One-Sentence Summary
Students write a sentence
summarising their knowledge of a
topic
The sentence could have to include
who what when why how where
etc
The sentences could then be peer-
assessed re-drafted and so on
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 57
3ndash 3 ndash 1
Summarise todayrsquos topic (the importance of spaced review) in 3 quick short captions (sound bites)
Thenhellip
Reduce to 3 words
Nexthelliphellip
Take it down to 1 word
(with as many variations as there are numbers)
Back to Plenaries
2282018 Copyright Neil MacKay 2016 58
28022018 Copyright Neil MacKay 2017 59
For potentially 20+months progress in 12
Copyright Neil MacKay 2015
2282018
11
2282018 Copyright Neil MacKay 2016 62
For potentially 20+months progress in 12
I can name an act of pollution whichis driven by ldquoprogressrdquo
I can describe one way that progress canbe linked to pollution
I can explain one way that industry could be viewed as a link to pollution
I can explain an act of pollution and analyse why some people believe progress isis not to blame
I can compare and contrast at least two examples of pollution and evaluate whether progress is to blame
I can suggest ways that might prevent certain acts of ldquoprogress drivenrdquo pollution occurring in the future
Stick your post it note where you are NOW
The three major messages for us
Copyright Neil MacKay 2016
bull the more transparent we make the learning goals the more likely the student is to engage in the work needed to meet the goal
Transparent goals
bull the more the student is aware of success criteria the more she can see the specific actions that are needed to attain these criteria
Success criteria
bull the more feedback there is about progress (specifically from prior to desired outcomes) the more positive attributes to learning are developed
Rapid formative feedback28022018 64
28022018 Copyright Neil MacKay 2017 65
For potentially 21+months progress in 12
Dweck took 2 groups of 10 year olds
bull Both given the same ldquoslightly too hard problemsrdquo
bull One group praised for being smart
bull One group praised for effort motivation and process and ldquonot yetrdquo
bull On the next task
bull ldquoSmartsrdquo group said they would probably cheat ndashalso looked for students who did less well to compare They ran from difficulty
bull ldquoEffortNot yetrdquo group ndash were excited about the next task and embraced difficulty as a learning curve to the future
2282018
12
The Message When USA teachersbull Built a bridge to ldquoyetrdquo
bull Praised wisely
bull Rewarded process not smartshelliphelliphellip
A group of S3Year 8 Native American students in Seattle from very very low income backgrounds did much better than the ldquoMicrosoft kidsrdquo from very prosperous backgrounds So we need tohelliphellip
2282018 Copyright Neil MacKay 2016 68
28022018 Copyright Neil MacKay 2017 69 28022018 Copyright Neil MacKay 2017 70
28022018 Copyright Neil MacKay 2017 71
For potentially 18+months progress in 12
Evidence that peer tutoring works effectively is extensive ndashldquotypically equating to about a GCSE graderdquo (Education Endowment Foundation)
28022018 Copyright Neil MacKay 2017 72
For potentially 18+months progress in 12
2282018
13
2282018 Copyright Neil MacKay 2017 73
The simple view of reading as a way to explain reading difficultiesNicholson Tom | Stewart-Brown Barbara 2013
bull Students with high decoding but poor reading comprehension in this study also had poor listening ability
bull They would not have understood the text material even if we had read it aloud to them
bull To improve their reading levels they need to improve listening comprehension
Copyright Neil MacKay 20172282018 74
Listening Skills Exercise Summarize SummarizeSummarize
bull For at least one week at the end of every teaching point in which information is exchanged conclude with a ldquosummary statement taskrdquo
bull Use for conversations that result in agreements about future obligations tasks or activities
bull Go for ldquohigh stakes listeningrdquo
bull Try ldquotell your neighborhelliphelliprdquo
bull Try ldquomini whiteboard key pointsrdquo
Cheddar GorgeBabble Gabble
28022018 Copyright Neil MacKay 2016 76
772282018 Copyright Neil MacKay 2016 28022018 Copyright Neil MacKay 2016 78
2282018
8
Thanks to Craig Jackson for the original concept of ldquoclose enough spellingrdquo
28022018
Copyright Neil MacKay 2016
43
Pho to syn the sis
Copyright Neil MacKay 2016 4428022018
Tough words
for syllabification
bull explorationbull satellitebull successfullybull astronomerbull geologistbull oceanographer
28022018 Copyright Neil MacKay 2016 45
SMART Spelling Targetsbull [Childrsquos name] will correctly apply the magic ldquoerdquo spelling rule 19 out
of 20 times in unedited spontaneously written classroom papers [Child] will demonstrate ability in all settings
bull [Your Child] will correctly apply rules for words ending with the letter ldquoyrdquo 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings (change y to i and add es ed)
bull [Your Childrsquos name] will correctly spell words using double vowel sounds 19 out of 20 times in unedited spontaneously written classroom papers and will demonstrate ability in all settings (oa ie ea etc inclusive of all double vowel combinations)
bull [Childrsquos name] will correctly use -ed as a suffix in spelling past tense words ending with the ldquotrdquo sound 19 out of 20 times in unedited spontaneously written classroom papers [Your Childrsquos name] will demonstrate ability in all settings
bull [Child] will correctly utilize suffixes by applying appropriate spelling rules 19 out of 20 times in unedited spontaneously written classroom papers [Childrsquos name] will demonstrate ability in all settings
P h o to s y n th e s is
1 1 6 2 0 1 6 C o p y r ig h t N e il M a c K a y 2 0 1 6 4 1
28022018 Copyright Neil MacKay 2016 47
ldquoWhen implemented well formative assessment can double the speed of studentsrsquo learningrdquo Dylan Wiliam Educational Leadership December 2-007January 2008
Based on
bull 5 reviews of research
bull 4000 studies
bull 40 years of research
Supported by the evidence base
2282018 Copyright Neil MacKay 2016 48
For potentially 19 ndash 24 months progress in 12
2282018
9
Copyright Neil MacKay 2015 Copyright Neil MacKay 2015
2282018 Copyright Neil MacKay 2016 51
Traffic Lights
Use traffic lights as a visual means of
showing understanding
eg
bull Students have red amber and green cards which they show on their desks or in the air (red = donrsquot understand green = totally get it etc)
bull Students self-assess using traffic lights The teacher could then record these visually in their mark book
bull Peer assess presentations etc with traffic lights
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 52
2 stars and a wish
For peer assessment ask students to
give two stars and a wish
Two stars = 2 things that are good
about the piece of work
A wish = something they can improve
to make it even better
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 53
Articulate then Answer
Give students the opportunity to
articulate their thinking before
answering ndash
bull 30 seconds silent thinking before any answers
bull Brainstorm in pairs first for 2-3 minutes
bull Write some thoughts down before answering
bull Discuss with your neighbour first
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 54
2282018
10
Tell your neighbour
Students lsquotell their neighbourrsquo as a
means of articulating their thoughts
- Ask a question give thinking time
and then ask students to tell their
neighbour their thoughts
- Tell students what the new topic is and then ask them to tell their neighbour everything they know about it
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 55
Muddiest Point
Students write down one or two
points on which they are least clear
This could be from the previous
lesson the rest of the unit the
preceding activity etc The teacher
and class can then seek to remedy
the muddiness
But before I get involvedhelliphelliphellip
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 56
One-Sentence Summary
Students write a sentence
summarising their knowledge of a
topic
The sentence could have to include
who what when why how where
etc
The sentences could then be peer-
assessed re-drafted and so on
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 57
3ndash 3 ndash 1
Summarise todayrsquos topic (the importance of spaced review) in 3 quick short captions (sound bites)
Thenhellip
Reduce to 3 words
Nexthelliphellip
Take it down to 1 word
(with as many variations as there are numbers)
Back to Plenaries
2282018 Copyright Neil MacKay 2016 58
28022018 Copyright Neil MacKay 2017 59
For potentially 20+months progress in 12
Copyright Neil MacKay 2015
2282018
11
2282018 Copyright Neil MacKay 2016 62
For potentially 20+months progress in 12
I can name an act of pollution whichis driven by ldquoprogressrdquo
I can describe one way that progress canbe linked to pollution
I can explain one way that industry could be viewed as a link to pollution
I can explain an act of pollution and analyse why some people believe progress isis not to blame
I can compare and contrast at least two examples of pollution and evaluate whether progress is to blame
I can suggest ways that might prevent certain acts of ldquoprogress drivenrdquo pollution occurring in the future
Stick your post it note where you are NOW
The three major messages for us
Copyright Neil MacKay 2016
bull the more transparent we make the learning goals the more likely the student is to engage in the work needed to meet the goal
Transparent goals
bull the more the student is aware of success criteria the more she can see the specific actions that are needed to attain these criteria
Success criteria
bull the more feedback there is about progress (specifically from prior to desired outcomes) the more positive attributes to learning are developed
Rapid formative feedback28022018 64
28022018 Copyright Neil MacKay 2017 65
For potentially 21+months progress in 12
Dweck took 2 groups of 10 year olds
bull Both given the same ldquoslightly too hard problemsrdquo
bull One group praised for being smart
bull One group praised for effort motivation and process and ldquonot yetrdquo
bull On the next task
bull ldquoSmartsrdquo group said they would probably cheat ndashalso looked for students who did less well to compare They ran from difficulty
bull ldquoEffortNot yetrdquo group ndash were excited about the next task and embraced difficulty as a learning curve to the future
2282018
12
The Message When USA teachersbull Built a bridge to ldquoyetrdquo
bull Praised wisely
bull Rewarded process not smartshelliphelliphellip
A group of S3Year 8 Native American students in Seattle from very very low income backgrounds did much better than the ldquoMicrosoft kidsrdquo from very prosperous backgrounds So we need tohelliphellip
2282018 Copyright Neil MacKay 2016 68
28022018 Copyright Neil MacKay 2017 69 28022018 Copyright Neil MacKay 2017 70
28022018 Copyright Neil MacKay 2017 71
For potentially 18+months progress in 12
Evidence that peer tutoring works effectively is extensive ndashldquotypically equating to about a GCSE graderdquo (Education Endowment Foundation)
28022018 Copyright Neil MacKay 2017 72
For potentially 18+months progress in 12
2282018
13
2282018 Copyright Neil MacKay 2017 73
The simple view of reading as a way to explain reading difficultiesNicholson Tom | Stewart-Brown Barbara 2013
bull Students with high decoding but poor reading comprehension in this study also had poor listening ability
bull They would not have understood the text material even if we had read it aloud to them
bull To improve their reading levels they need to improve listening comprehension
Copyright Neil MacKay 20172282018 74
Listening Skills Exercise Summarize SummarizeSummarize
bull For at least one week at the end of every teaching point in which information is exchanged conclude with a ldquosummary statement taskrdquo
bull Use for conversations that result in agreements about future obligations tasks or activities
bull Go for ldquohigh stakes listeningrdquo
bull Try ldquotell your neighborhelliphelliprdquo
bull Try ldquomini whiteboard key pointsrdquo
Cheddar GorgeBabble Gabble
28022018 Copyright Neil MacKay 2016 76
772282018 Copyright Neil MacKay 2016 28022018 Copyright Neil MacKay 2016 78
2282018
9
Copyright Neil MacKay 2015 Copyright Neil MacKay 2015
2282018 Copyright Neil MacKay 2016 51
Traffic Lights
Use traffic lights as a visual means of
showing understanding
eg
bull Students have red amber and green cards which they show on their desks or in the air (red = donrsquot understand green = totally get it etc)
bull Students self-assess using traffic lights The teacher could then record these visually in their mark book
bull Peer assess presentations etc with traffic lights
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 52
2 stars and a wish
For peer assessment ask students to
give two stars and a wish
Two stars = 2 things that are good
about the piece of work
A wish = something they can improve
to make it even better
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 53
Articulate then Answer
Give students the opportunity to
articulate their thinking before
answering ndash
bull 30 seconds silent thinking before any answers
bull Brainstorm in pairs first for 2-3 minutes
bull Write some thoughts down before answering
bull Discuss with your neighbour first
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 54
2282018
10
Tell your neighbour
Students lsquotell their neighbourrsquo as a
means of articulating their thoughts
- Ask a question give thinking time
and then ask students to tell their
neighbour their thoughts
- Tell students what the new topic is and then ask them to tell their neighbour everything they know about it
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 55
Muddiest Point
Students write down one or two
points on which they are least clear
This could be from the previous
lesson the rest of the unit the
preceding activity etc The teacher
and class can then seek to remedy
the muddiness
But before I get involvedhelliphelliphellip
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 56
One-Sentence Summary
Students write a sentence
summarising their knowledge of a
topic
The sentence could have to include
who what when why how where
etc
The sentences could then be peer-
assessed re-drafted and so on
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 57
3ndash 3 ndash 1
Summarise todayrsquos topic (the importance of spaced review) in 3 quick short captions (sound bites)
Thenhellip
Reduce to 3 words
Nexthelliphellip
Take it down to 1 word
(with as many variations as there are numbers)
Back to Plenaries
2282018 Copyright Neil MacKay 2016 58
28022018 Copyright Neil MacKay 2017 59
For potentially 20+months progress in 12
Copyright Neil MacKay 2015
2282018
11
2282018 Copyright Neil MacKay 2016 62
For potentially 20+months progress in 12
I can name an act of pollution whichis driven by ldquoprogressrdquo
I can describe one way that progress canbe linked to pollution
I can explain one way that industry could be viewed as a link to pollution
I can explain an act of pollution and analyse why some people believe progress isis not to blame
I can compare and contrast at least two examples of pollution and evaluate whether progress is to blame
I can suggest ways that might prevent certain acts of ldquoprogress drivenrdquo pollution occurring in the future
Stick your post it note where you are NOW
The three major messages for us
Copyright Neil MacKay 2016
bull the more transparent we make the learning goals the more likely the student is to engage in the work needed to meet the goal
Transparent goals
bull the more the student is aware of success criteria the more she can see the specific actions that are needed to attain these criteria
Success criteria
bull the more feedback there is about progress (specifically from prior to desired outcomes) the more positive attributes to learning are developed
Rapid formative feedback28022018 64
28022018 Copyright Neil MacKay 2017 65
For potentially 21+months progress in 12
Dweck took 2 groups of 10 year olds
bull Both given the same ldquoslightly too hard problemsrdquo
bull One group praised for being smart
bull One group praised for effort motivation and process and ldquonot yetrdquo
bull On the next task
bull ldquoSmartsrdquo group said they would probably cheat ndashalso looked for students who did less well to compare They ran from difficulty
bull ldquoEffortNot yetrdquo group ndash were excited about the next task and embraced difficulty as a learning curve to the future
2282018
12
The Message When USA teachersbull Built a bridge to ldquoyetrdquo
bull Praised wisely
bull Rewarded process not smartshelliphelliphellip
A group of S3Year 8 Native American students in Seattle from very very low income backgrounds did much better than the ldquoMicrosoft kidsrdquo from very prosperous backgrounds So we need tohelliphellip
2282018 Copyright Neil MacKay 2016 68
28022018 Copyright Neil MacKay 2017 69 28022018 Copyright Neil MacKay 2017 70
28022018 Copyright Neil MacKay 2017 71
For potentially 18+months progress in 12
Evidence that peer tutoring works effectively is extensive ndashldquotypically equating to about a GCSE graderdquo (Education Endowment Foundation)
28022018 Copyright Neil MacKay 2017 72
For potentially 18+months progress in 12
2282018
13
2282018 Copyright Neil MacKay 2017 73
The simple view of reading as a way to explain reading difficultiesNicholson Tom | Stewart-Brown Barbara 2013
bull Students with high decoding but poor reading comprehension in this study also had poor listening ability
bull They would not have understood the text material even if we had read it aloud to them
bull To improve their reading levels they need to improve listening comprehension
Copyright Neil MacKay 20172282018 74
Listening Skills Exercise Summarize SummarizeSummarize
bull For at least one week at the end of every teaching point in which information is exchanged conclude with a ldquosummary statement taskrdquo
bull Use for conversations that result in agreements about future obligations tasks or activities
bull Go for ldquohigh stakes listeningrdquo
bull Try ldquotell your neighborhelliphelliprdquo
bull Try ldquomini whiteboard key pointsrdquo
Cheddar GorgeBabble Gabble
28022018 Copyright Neil MacKay 2016 76
772282018 Copyright Neil MacKay 2016 28022018 Copyright Neil MacKay 2016 78
2282018
10
Tell your neighbour
Students lsquotell their neighbourrsquo as a
means of articulating their thoughts
- Ask a question give thinking time
and then ask students to tell their
neighbour their thoughts
- Tell students what the new topic is and then ask them to tell their neighbour everything they know about it
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 55
Muddiest Point
Students write down one or two
points on which they are least clear
This could be from the previous
lesson the rest of the unit the
preceding activity etc The teacher
and class can then seek to remedy
the muddiness
But before I get involvedhelliphelliphellip
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 56
One-Sentence Summary
Students write a sentence
summarising their knowledge of a
topic
The sentence could have to include
who what when why how where
etc
The sentences could then be peer-
assessed re-drafted and so on
Back to AFL Tools
2282018 Copyright Neil MacKay 2016 57
3ndash 3 ndash 1
Summarise todayrsquos topic (the importance of spaced review) in 3 quick short captions (sound bites)
Thenhellip
Reduce to 3 words
Nexthelliphellip
Take it down to 1 word
(with as many variations as there are numbers)
Back to Plenaries
2282018 Copyright Neil MacKay 2016 58
28022018 Copyright Neil MacKay 2017 59
For potentially 20+months progress in 12
Copyright Neil MacKay 2015
2282018
11
2282018 Copyright Neil MacKay 2016 62
For potentially 20+months progress in 12
I can name an act of pollution whichis driven by ldquoprogressrdquo
I can describe one way that progress canbe linked to pollution
I can explain one way that industry could be viewed as a link to pollution
I can explain an act of pollution and analyse why some people believe progress isis not to blame
I can compare and contrast at least two examples of pollution and evaluate whether progress is to blame
I can suggest ways that might prevent certain acts of ldquoprogress drivenrdquo pollution occurring in the future
Stick your post it note where you are NOW
The three major messages for us
Copyright Neil MacKay 2016
bull the more transparent we make the learning goals the more likely the student is to engage in the work needed to meet the goal
Transparent goals
bull the more the student is aware of success criteria the more she can see the specific actions that are needed to attain these criteria
Success criteria
bull the more feedback there is about progress (specifically from prior to desired outcomes) the more positive attributes to learning are developed
Rapid formative feedback28022018 64
28022018 Copyright Neil MacKay 2017 65
For potentially 21+months progress in 12
Dweck took 2 groups of 10 year olds
bull Both given the same ldquoslightly too hard problemsrdquo
bull One group praised for being smart
bull One group praised for effort motivation and process and ldquonot yetrdquo
bull On the next task
bull ldquoSmartsrdquo group said they would probably cheat ndashalso looked for students who did less well to compare They ran from difficulty
bull ldquoEffortNot yetrdquo group ndash were excited about the next task and embraced difficulty as a learning curve to the future
2282018
12
The Message When USA teachersbull Built a bridge to ldquoyetrdquo
bull Praised wisely
bull Rewarded process not smartshelliphelliphellip
A group of S3Year 8 Native American students in Seattle from very very low income backgrounds did much better than the ldquoMicrosoft kidsrdquo from very prosperous backgrounds So we need tohelliphellip
2282018 Copyright Neil MacKay 2016 68
28022018 Copyright Neil MacKay 2017 69 28022018 Copyright Neil MacKay 2017 70
28022018 Copyright Neil MacKay 2017 71
For potentially 18+months progress in 12
Evidence that peer tutoring works effectively is extensive ndashldquotypically equating to about a GCSE graderdquo (Education Endowment Foundation)
28022018 Copyright Neil MacKay 2017 72
For potentially 18+months progress in 12
2282018
13
2282018 Copyright Neil MacKay 2017 73
The simple view of reading as a way to explain reading difficultiesNicholson Tom | Stewart-Brown Barbara 2013
bull Students with high decoding but poor reading comprehension in this study also had poor listening ability
bull They would not have understood the text material even if we had read it aloud to them
bull To improve their reading levels they need to improve listening comprehension
Copyright Neil MacKay 20172282018 74
Listening Skills Exercise Summarize SummarizeSummarize
bull For at least one week at the end of every teaching point in which information is exchanged conclude with a ldquosummary statement taskrdquo
bull Use for conversations that result in agreements about future obligations tasks or activities
bull Go for ldquohigh stakes listeningrdquo
bull Try ldquotell your neighborhelliphelliprdquo
bull Try ldquomini whiteboard key pointsrdquo
Cheddar GorgeBabble Gabble
28022018 Copyright Neil MacKay 2016 76
772282018 Copyright Neil MacKay 2016 28022018 Copyright Neil MacKay 2016 78
2282018
11
2282018 Copyright Neil MacKay 2016 62
For potentially 20+months progress in 12
I can name an act of pollution whichis driven by ldquoprogressrdquo
I can describe one way that progress canbe linked to pollution
I can explain one way that industry could be viewed as a link to pollution
I can explain an act of pollution and analyse why some people believe progress isis not to blame
I can compare and contrast at least two examples of pollution and evaluate whether progress is to blame
I can suggest ways that might prevent certain acts of ldquoprogress drivenrdquo pollution occurring in the future
Stick your post it note where you are NOW
The three major messages for us
Copyright Neil MacKay 2016
bull the more transparent we make the learning goals the more likely the student is to engage in the work needed to meet the goal
Transparent goals
bull the more the student is aware of success criteria the more she can see the specific actions that are needed to attain these criteria
Success criteria
bull the more feedback there is about progress (specifically from prior to desired outcomes) the more positive attributes to learning are developed
Rapid formative feedback28022018 64
28022018 Copyright Neil MacKay 2017 65
For potentially 21+months progress in 12
Dweck took 2 groups of 10 year olds
bull Both given the same ldquoslightly too hard problemsrdquo
bull One group praised for being smart
bull One group praised for effort motivation and process and ldquonot yetrdquo
bull On the next task
bull ldquoSmartsrdquo group said they would probably cheat ndashalso looked for students who did less well to compare They ran from difficulty
bull ldquoEffortNot yetrdquo group ndash were excited about the next task and embraced difficulty as a learning curve to the future
2282018
12
The Message When USA teachersbull Built a bridge to ldquoyetrdquo
bull Praised wisely
bull Rewarded process not smartshelliphelliphellip
A group of S3Year 8 Native American students in Seattle from very very low income backgrounds did much better than the ldquoMicrosoft kidsrdquo from very prosperous backgrounds So we need tohelliphellip
2282018 Copyright Neil MacKay 2016 68
28022018 Copyright Neil MacKay 2017 69 28022018 Copyright Neil MacKay 2017 70
28022018 Copyright Neil MacKay 2017 71
For potentially 18+months progress in 12
Evidence that peer tutoring works effectively is extensive ndashldquotypically equating to about a GCSE graderdquo (Education Endowment Foundation)
28022018 Copyright Neil MacKay 2017 72
For potentially 18+months progress in 12
2282018
13
2282018 Copyright Neil MacKay 2017 73
The simple view of reading as a way to explain reading difficultiesNicholson Tom | Stewart-Brown Barbara 2013
bull Students with high decoding but poor reading comprehension in this study also had poor listening ability
bull They would not have understood the text material even if we had read it aloud to them
bull To improve their reading levels they need to improve listening comprehension
Copyright Neil MacKay 20172282018 74
Listening Skills Exercise Summarize SummarizeSummarize
bull For at least one week at the end of every teaching point in which information is exchanged conclude with a ldquosummary statement taskrdquo
bull Use for conversations that result in agreements about future obligations tasks or activities
bull Go for ldquohigh stakes listeningrdquo
bull Try ldquotell your neighborhelliphelliprdquo
bull Try ldquomini whiteboard key pointsrdquo
Cheddar GorgeBabble Gabble
28022018 Copyright Neil MacKay 2016 76
772282018 Copyright Neil MacKay 2016 28022018 Copyright Neil MacKay 2016 78
2282018
12
The Message When USA teachersbull Built a bridge to ldquoyetrdquo
bull Praised wisely
bull Rewarded process not smartshelliphelliphellip
A group of S3Year 8 Native American students in Seattle from very very low income backgrounds did much better than the ldquoMicrosoft kidsrdquo from very prosperous backgrounds So we need tohelliphellip
2282018 Copyright Neil MacKay 2016 68
28022018 Copyright Neil MacKay 2017 69 28022018 Copyright Neil MacKay 2017 70
28022018 Copyright Neil MacKay 2017 71
For potentially 18+months progress in 12
Evidence that peer tutoring works effectively is extensive ndashldquotypically equating to about a GCSE graderdquo (Education Endowment Foundation)
28022018 Copyright Neil MacKay 2017 72
For potentially 18+months progress in 12
2282018
13
2282018 Copyright Neil MacKay 2017 73
The simple view of reading as a way to explain reading difficultiesNicholson Tom | Stewart-Brown Barbara 2013
bull Students with high decoding but poor reading comprehension in this study also had poor listening ability
bull They would not have understood the text material even if we had read it aloud to them
bull To improve their reading levels they need to improve listening comprehension
Copyright Neil MacKay 20172282018 74
Listening Skills Exercise Summarize SummarizeSummarize
bull For at least one week at the end of every teaching point in which information is exchanged conclude with a ldquosummary statement taskrdquo
bull Use for conversations that result in agreements about future obligations tasks or activities
bull Go for ldquohigh stakes listeningrdquo
bull Try ldquotell your neighborhelliphelliprdquo
bull Try ldquomini whiteboard key pointsrdquo
Cheddar GorgeBabble Gabble
28022018 Copyright Neil MacKay 2016 76
772282018 Copyright Neil MacKay 2016 28022018 Copyright Neil MacKay 2016 78
2282018
13
2282018 Copyright Neil MacKay 2017 73
The simple view of reading as a way to explain reading difficultiesNicholson Tom | Stewart-Brown Barbara 2013
bull Students with high decoding but poor reading comprehension in this study also had poor listening ability
bull They would not have understood the text material even if we had read it aloud to them
bull To improve their reading levels they need to improve listening comprehension
Copyright Neil MacKay 20172282018 74
Listening Skills Exercise Summarize SummarizeSummarize
bull For at least one week at the end of every teaching point in which information is exchanged conclude with a ldquosummary statement taskrdquo
bull Use for conversations that result in agreements about future obligations tasks or activities
bull Go for ldquohigh stakes listeningrdquo
bull Try ldquotell your neighborhelliphelliprdquo
bull Try ldquomini whiteboard key pointsrdquo
Cheddar GorgeBabble Gabble
28022018 Copyright Neil MacKay 2016 76
772282018 Copyright Neil MacKay 2016 28022018 Copyright Neil MacKay 2016 78