CDP Independent Learning

What describes "Independent Practice"

• "Getting students to work while the teacher marks an assessment"

• "Have enough confidence and capability to work for extended period without prompting or help

• "Cold calling"

• "Carrying out an end of unit assessment"

Showing students an example of positive work or a finished product

• WAGOLL

• WABOLL

• Play dumb

• Word games

What does "learning from failure develop"?

• Resilience

• Leadership

• Organisation

• Communication

• Initiative

Demonstrating to a student the steps required in order to solve a problem

• Scaffolding

• Creating an expert

• Playing Dumb

• Give the end away

The Student becomes an extra source of help in the class, who can go and help their peers.

• Create an expert

• Modelling

• Worked examples

• WABOLL

Lower ability students are obsessed with getting the answers correct, for validation, wanting positive praise. If you provide the answers but not the method, they can check their final answer and sometimes try to work out how they went wrong.

• Refuse to give the answer straight away

• Giving the end away

• WAGOLL

• Extension Questions

Why should we focus on expert teaching?

• Because Ofsted expect all teachers to be experts all the time

• So that teachers get paid a wage

• Because students are terrible at Googling answers

• Students cannot think critically about things they do not know

Singing, acronyms, talking through instructions, showing a solutions are all strategies involving

• Multiple ways to deliver instructions

• Give the end away

• Going through the struggle zone

• Success criteria for tasks

Going through the "struggle zone" means (Pick 2):

• Leaving students to figure it out for themselves

• Building on prior knowledge to attempt to solve a new challenge

• A productive struggle

• Flying an X Wing down the trench to destroy the death star with a proton torpedo

• The last week of term