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I skilfully use a range of effective questioning

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I skilfully use a range of effective questioning techniques (e.g. Bloom’s Higher Order questions).I skilfully use a range of effective answering techniques (e.g. ‘no hands up rule’/random selection/show meboards) to establish high levels of positive individual accountability.I integrate informal assessment effectively within the lesson.I use quality feedback which clarifies what a pupil has achieved and the next steps in their learning; verbalfeedback and comments in jotters/folders/learning logs reflect this.I maintain useful notes within the class Daily Plan, which comments on pupils who require further support orextension and gather this information efficiently with the purpose of reporting to parents.I use a variety of approaches (from day to day activities to specific tasks and tests) and a range of evidence(observations, records, interactive questioning, written responses, products, accounts from others etc) in relationto agreed Es&Os in literacy, numeracy and health & wellbeing for the purpose of tracking pupils’ progress. Irecord this on individual pupil tracking records to identify how well each pupil has learned (i.e. the depth of thepupil’s learning) and use this information to plan next steps.
Learning Intentions with cross-referenced E&OsEvidence of progress examplerPossible Methodology/Learning ActivitiesAssessment/Date CompletedIndividualClassDepartmentWe are learning to make helpful choices when we are in situations that strongly affect ourfeelings.(HWB -02a, -03a, -06a, -07a)EarlyI can look for someone to play with or ask an adult if I cannot find anyone to play with. I can try not to be sad if I do not get what I want and find something else to do. I can ask for something using polite manners. I can give something back if I have borrowed it. I can keep trying if I get stuck.  FirstI can use ‘I’ statements in a cool voice to explain how I am feeling in difficult situations. I can use a hand shield when it’s helpful. I can turn my back and ignore when it is helpful. I can seek help or advice from a friend or adult when it’s helpful. I can give a 3 chance warning when it’s helpful. I can use a cool voice when I am angry or sad. I can use cool body language when I am angry or sad. I can say sorry and admit responsibility in a cool way if I have done something wrong. I can talk about choices I have made and explain how they were helpful or unhelpful. SecondI can send out the right signals using cool facial expressions and body language. I can be assertive by using a cool voice. I can use a cool word shield. I can accept when things don’t go my way. I can forgive myself for the mistakes that I have made. I can reflect on the choices I have made and describe what I might do differently nexttime.

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Term
Spring
Professor
Steve Winston
Tags
Psychology, Educational Psychology, The Land, young people, Learning community

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