Using group discussion strategies
Teacher employs strategies such as envoying,
rainbow groups, jigsawing and snowballing to
structure group work so that dialogue remains
focused and ideas from pupils are effectively
shared across the groups.
effective dialogue
Teacher explicitly comments on the features of
effective dialogue where they occur.
Models interest and enthusiasm
Teacher models respect for others’ points of
view by reflecting on them and exploring
them, or models a positive response to sincere
‘off the wall’ comments, or is excited about a
good response.
Varying length of wait time.
The length of wait time is adjusted according
to
the importance and level of challenge in the
question – for example, from a few seconds for
thought to longer pauses of a few minutes for
reflection or discussion.
Negotiating whether answers are right or
wrong and why
Teacher invites a vote on a reasoned response,
or crystalises the views of two camps to help
focus further discussion, or constructively
challenges points raised by providing an
alternative argument
or perspective.
The formative use of summative tests
• Pupils should be engaged in a reflective review of the work they have done to enable them to
plan their revision effectively.
• Pupils should be encouraged to set questions and mark answers to help them, both to
understand the assessment process and to focus further efforts for improvement.
• Pupils should be encouraged through peer and self-assessment to apply criteria to help them
understand how their work might be improved.
• Summative tests should be, and should be seen to be, a positive part of the learning process.
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