This is by no means all the strategies, just some I have used, or seen used. Please email me if there are others you would like me to add – e-mail me by clicking here.
Students know their “working at” and “target” levels, the tasks are set appropriately for them to be able to carry out.
Tasks are looking at the information in different ways, and although the same ground is being covered it is not repetative.
Setting a time limit on a task can focus attention and get students working in a proactive manner
Working out with students how long until the exams, what will you do when?
Using these in lessons as they are used in the exams and making sure that students know how to answer the question when these words come up.
Mentors – 1:
Either mini mentoring sessions in class, “How are things going?” and then providing support, or more formal ones time-tabled, in for example, the morning registration slot.
Mentors – 2:
A member of staff who will help organise the struggling student and keep tabs on what is due in when.
Some students are afraid to ask the teacher in case they look stupid, having class experts allows this barrier to be broken.
Seat the students carefully, put students who need to concentrate where they can – lessons are for learning in not socialising after all.
Scan/mark books at the end of a lesson:
This allows the starter next lesson to revisit any concepts not understood
Exam questions and markschemes:
Use these as plenaries and get students to peer mark in groups next lesson, draws out misconceptions nicely.
#RAG123 marking, exit tickets, questions, write a paragraph on…. anything that allows you to assess how the students have got on and then revisit in the next lesson areas that they have struggled with.
DIRT: (Directed Improvement Reflection Time)
Students spend time reflecting on their marks in a test, looking at the errors and commiting to doing something different next time.
Use questions to draw out understanding, questions range from simple to more complex and are appropriate to the student you are addressing them to.
Students need to know what they are doing well and where they need to improve, tell them – but make sure it is positive and polite!
When they are doing something well tell them….
When they get it right tell them….
Motivate and praise!
Not all intervention takes place in a formal classroom, ask them in the corridor how their day is going, show you are interested in how they are getting on, nothing is as motivational as wanting to please someone…
Closing the Gap marking:
Levelled marking that provides students with details of what is needed to get to the next grade/level, the students then complete this work.
There are a huge number of online websites that can be used to support student learning, at KS3 & KS4 you can’t got far wrong with BBC bitesize.
Many courses now come with an electronic textbook and associated additional resources for students to use, make sure they the students have their user name and password, if required, to access these at home.
Publish in advance the contents of your revision sessions, this way students can read forwards and be able to ask questions about the material and you can fill the gaps in their knowledge rather than re-teach from scratch.
Rather than being open ended, as students to come with a specific question/problem or topic in mind that they need help on – this focuses their revision/work to be able to get the answers they require from the session.
These can be used during the year to check not only subject understanding, but understanding of the command terms and application of them to the question. It is worth practicing exam questions throughout the course so that students are familiar with them and with the requirements of the markschemes.
They can be used in conjunction with study groups in lessons, as plenaries, starters, or as expert extension work as well.
Students that are understanding the work that you are doing and have done the levelled tasks do require something else to keep them on task and motivated, have an extension task available for them that either extends the learning for the lesson, looks at the learning in a new way, or takes a bit of a sideways look at the work.
There are many forms of support material available, consider scaffolded answers, close exercises, provision of keywords etc…
Pairs/triads of students who are at different levels and can support one another with the work, for the more able the ability to teach someone else the material will enhance their learning, for the weaker students this alternative way of looking at the work will also help them.
Parents – 1:
Involving parents in the improvement of a student’s grade is a very powerful tool – give them a ring, write them an email or letter letting them know about your concerns and keep them in the loop, tell them what you are going to do, so that a grade showing underachievement on their child’s report is not the first they hear about it.
Parents – 2:
After school / evening sessions for parents – tell them what they can be doing to support their child at home, talk them through the syllabus, the resources provided, the revision book/guide, be prepared to answer the questions they have about the course.
Reports – 1:
When writing reports make sure that the targets you set are SMART, that they are going to improve the student’s marks and have an impact.
Reports – 2:
Using reports in class to monitor work done, set specific targets to encourage students to work to their target grade, these targets can be for work ethic, behaviour or anything else that is impacting on their grade.
Hattie Ranking: Influences And Effect Sizes Related To Student Achievement
Full article here where you will find an overview of the Hattie effect size list that contains 138 influences and effect sizes across all areas related to student achievement.