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Making Every Lesson Count: Six principles to support great teaching and learning (Making Every Lesson Count series)

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Making Every Primary Lesson Count is a highly accessible, practical book for primary teachers which makes constant reference to relevant, current and powerful research evidence. Premise models are okay too, but they can sometimes feel manufactured and students won’t get the same level of instruction from them. They can also take time to create, without producing tangible time savings in lessons, which is something to think about. Embed useful scaffolds As a teacher of some experience and a worrying level of cynicism I welcomed the chance to read this between my fourteenth and fifteenth years in the profession. Making Every English Lesson Count: Six principles to support great reading and writing goes in search of answers to the fundamental question that all English teachers must ask: 'What can I do to help my students to become confident and competent readers and writers?' Group provision will normally receive a telephone call at around midday on the working day before the start of the inspection.

Challenge can not just be considered in terms of individual lessons. Students need to be invested for the long haul and have their long term goals in mind. It can be useful to get students to explicitly consider these at the start of acourse, to keep referring forward to them, and to regularly ask students to reflect on their own performance. Educational Book Award winner 2016 Judges' comments: "A highly practical and interesting resource with loads of information and uses to support and inspire teachers of all levels of experience. An essential staffroom book." Ensure the lesson’s main objective is displayed on the board when students enter, and set the expectation that they need to be getting on with the tasks set from the moment they sit down. The beginning and end of lessons are when most time is lost. Summarise phases with hinge questions

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The scaffolded resource can support the learning, leaving you to focus on those for whom the resource isn’t helpful.

The number of minutes is somewhat arbitrary, but the general idea is that lesson starts should be short and focused. Consider setting atask that will take all students beyond what they thought they were capable of. This will need to be structured carefully – use the Scale Up strategy to decide upon alevel. Make sure students are aware of what excellence looks like and deconstruct this together. Use scaffolds and small steps to help them along the way as well as worked examples. Insist on proofreading and redrafting of their work. Finally celebrate success and display the work in such away that reminds each student what they are capable of. Rather than use ​ “All, Most, Some” objectives or tasks where students have to choose their own starting point, use asingle, challenging learning objective and be prepared to support students to make progress towards this, or even exceed it. This helps to avoid students settling for doing just enough and keeps expectations high for all. Challenge is often presented in terms of challenging the most able, and yet actually we should be thinking in terms of providing optimal challenge for all students. Rosenthal and Jacobson’s 1960s research into ​ “the Pygmalion effect” suggested that our expectations of students, be they high or low, can be hugely influential and affect both our interactions with them and their future achievement. We need to raise the bar, then, and support all students have high expectations and aspirations and believe they can do it and we must make sure we do not put artificial caps on their learning.

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It’s a situation that contrives to add ever more stress and anxiety to the process of preparing and delivering learning – but all need not be lost. Provide opportunities for students to read around above and beyond your subject as it is taught in the classroom. This could be via subject-specific books in the library, having journals or magazines to hand in the classroom, or though aclass blog. Extended reading can be useful in all subjects, not just English. Once new learning is happening, you need to make sure that students get what’s going on. Moving forwards too fast can create gaps which in turn lead to greater difficulty and confusion further down the road.

This book is one in a series of books -˜Making every [insert phase/subject] lesson count' and, as explained in the book, this particular tome is borne of the -˜Making every lesson count' book. This book takes the areas explored in this book and applies this to a primary setting, considering the research as well as offering practical tips and advice. I really like the fact that the examples contextualising the advice cover a range of primary subjects - not just the core subjects but elements like Art as well.To write a book about effective classroom practice without once mentioning Ofsted, national testing or the Department for Education is no mean feat, and this book should be celebrated for that alone. After all, the goalposts imposed on us change so often, but good teaching will always be good teaching.

The book is just the right mix of summary of evidence from research, comment on what works from experience, and solid, tried-and-tested, practical ideas to use in the classroom - the sort you could take away and try the next day without any difficulty. It comes across as academic but accessible, which for the majority of the workforce, is absolutely perfectly pitched.It also points a sceptical finger at the fashions and myths that have pervaded English teaching over the past decade or so – such as the idea that English is a skills-based subject and the belief that students can make huge progress in a single lesson. Instead, Andy advocates an approach of artful repetition and consolidation and shows you how to help your students develop their reading and writing proficiency over time. Effective and efficient practice can maximise lesson time. Getting the ‘what’ and ‘how’ right is vital to succeeding, and by dropping some more time-hungry pedagogical approaches, it’s possible to rapidly streamline your teaching. Knowing something doesn’t necessarily mean you can translate it into the format required by an exam. We do not inspect any provider on the Childcare Register until it has been registered for at least 3 months unless we receive information about possible non-compliance.

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