what to do (tlac 57) - teach first...90% of my class with their books out on their tables and have...
TRANSCRIPT
Do Now
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• Open Brightspace to the practice protocols for the session.
• Have your prepared scripts ready for the practice session.
Practice SessionWeek 1
Session overview: SI Teacher Development Framework linksSI Teacher Development Framework themes
– Theme 5 Classroom culture
Standards
– 5.1 Teaches and uses clear rules and
routines for classroom management
– 5.2 Is aware of pupil behaviour in the
classroom and pre-empts/responds
appropriately
– 5.4 Develops effective relationships with
pupils
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Session outcomes
For the following TLAC techniques, Threshold, What to Do and Make Compliance Visible you will be able to:
– practise, give and receive feedback for each technique.
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Meet your pupils at the door, setting expectations before they enter the classroom.
Page 353 of TLAC 2.0
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Threshold (TLAC 45)
‒ Step 1: Stand at or around the door.
‒ Step 2: Positively interact with pupils as they come into the class.
‒ Step 3: If required provide pre-corrective, positive statements to individual pupils as required to prepare for them for learning.
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Threshold (TLAC 45)
Roles: One Teacher (T), two Pupils (P1, P2)
Timing: ~1.5 minutes/round
30s: T models ‘Threshold’
30s: P1 gives T feedback based on criteria
30s: T re-practises ‘Threshold’
Rotation: Person whose first name appears first in the alphabet is the teacher first, rotating clockwise through the roles
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Time to practise: Threshold
Success criteria
• Stood at the door and able to
see into the corridor and the
classroom
• You positively greet each pupil
• You provide a corrective positive
statement to one pupil.
T
P1P2
Use concrete, sequential and observable directions to tell pupils what to do, as opposed to what not to do.
Page 417 of TLAC 2.0
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What to Do (TLAC 57)
What to Do: success criteria
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Directions are:
1. concrete
2. sequential
3. observable
Roles: One teacher (T), one Feedbacker (FB), one Pupil (P1)
Timing: ~3.5 minute/round
1.5 mins: T practises ‘What to do’
30s: FB gives T feedback using the criteria
1.5 mins: T practises again
Rotation: Person whose last name appears last in the alphabet is the
teacher first
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Time to practise: What to Do
Success criteria
The instruction is:
- concrete
- sequential
- observable
T
FBP1
Make Compliance Visible refers to ensuring that behaviours
that you request and want to see can be seen.
Page 393 of TLAC 2.0
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Make Compliance Visible (TLAC 52)
Make Compliance Visible: Prevention and correctionPrevention
– Pre-correction
– Set pupils up to do it right first time
Correction
They’ve not done it right the first time or you
are still waiting for some pupils. Continue with
‘Making Compliance Visible’ by:
– Public, whole class correction (e.g.: “I have
90% of my class with their books out on their
tables and have turned to page 5, I am just
waiting for 10%.”)12
Use concrete, sequential and observable directions to tell pupils what to do.
Narrate compliance and progress.
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Putting the techniques together
Roles: One teacher (T), one Feedbacker (FB), one Pupil (P1)
Timing: ~3.5 minute/round
1.5 mins: T practises ‘What to do’
30s: FB gives T feedback using the criteria
1.5 mins: T practises again
Rotation: Person whose last name appears last in the alphabet is the
teacher first
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Time to practise: What to Do and Make Compliance Visible
Success criteria
‒ The instruction is concrete,
sequential, observable.
‒ The teacher narrates
compliance.
‒ The teacher waits for 100%
compliance from pupils.
T
FBP1
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Any questions?
a) Consider instructions you come across in daily life – example following a cooking recipe or board game instructions. How are the instructions made clearer by being:
1. Concrete
2. Sequential
3. Observable
b) What is the effect on your ability to perform the activity when instructions are not clear, or where one of the above criteria is missing?
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Exit Ticket
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