SEND Five-a-day

Modelling See previous info on Teacher Explanations. Initially, pupils should observe the teacher completing the task, narrating each step and thinking out loud. Often referred to as LIVE MODELLING/Teacher explanation ( See videos). This is to ensure attention and prevent cognitive overloud, it may be best for pupils to simply listen rather than copying or being involved themselves at this stage. This should then progress onto the teacher asking pupils how to complete the next steps in the task. This helps with engagement and allows the teacher to assess whether they are able to complete the process independently. I do, we do and you do (See Videos) Practice Practice is required to transfer information from the working memory to the long term memory (Rosenshines. 1986). It therefore aids long term retention of knowledge and skills and their ability to retrieve this content in the future. This frees up working memory to process new knowledge and complete challenging tasks (APA, 2015). Scașolding Guided Practice (More detailed info in the scaffolding chapter) Initially practice should be fully guided. This ensures that pupils achieve a high level of success: literature suggest a success rate of approx. 80% during the initial practice is optimum (Archer and Hughes, 2012). Scaffolds mean that pupils do not have to use their working memory to remember the process or the steps. This is especially important in helping pupils to complete complex tasks and problem - solving activities (EEF, 2021). Scaffolded guidance

Teacher - led practice

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· Verbal prompts and reminders · Partially completed questions or tasks · Sentence starters or other writing aids · Written checklists · Models · Worked examples