Support and Facilitation

Reflective Questions

Are the staff responsive to the learners’ needs, do they anticipate needs? 
What kind of support is given to learners (physical, verbal, visual cues)?
Is the complexity of language used considered? 
Is the pace and quantity of information giving considered? 
Are complex instructions broken into clear steps? 
Are whole class checklists used (e.g. to work through tasks)? 
Is teaching adapted for different learning styles? 
Is demonstration and/or modelling used? 
Is verbal information supported with non-verbal information (e.g. gesture, pictures or written words)? 
Are templates used to support structure of work?  
Are worksheets clear and organised? 
Is praise and positive reinforcement given regularly? 
Does support lead to increased independence and autonomy over time?

Actions/Strategies

Work through – co-regulation-and-de-escalation-informed-level.pptx (live.com)  Information – Co-Regulation (education.gov.scot)

Look at  Stages of Intervention Training and Signposting Sway

Familiarise yourself with Framework for Numeracy and Developing Balanced Literacy

Arrangement of class set up to promote good interaction  
Tune in to learner 
Simplify and shorten instructions (say less) 
Reduce rate and complexity of spoken language 
Stress key words, target sounds, grammatical constructions 
Use visual cues and supports 
Use auditory cues and supports e.g. use learner’s name at start of sentence 
Supplement verbal with non-verbal information e.g. use key word signing systems
 Use modelling e.g. of desired use of a word 
Allow additional response time/thinking time 
Cue in sound or sentence 
Accept and use non-verbal cues 
Use scaffolding 
Use ICT to augment communication 
Use personal or communication passports 
Collaborate with parents/carers

Further Reading/Watching

UNESCO – Reaching out to all Learners – Guide 2

EEF – Scaffolding – https://d2tic4wvo1iusb.cloudfront.net/eef-guidance-reports/send/5-a-Day_Reflection_Tool_2023.pdf

A Framework for Designing Scaffolds That Improve Motivation and Cognition.pdf – Google Drive

Scaffolding small groups at the group level: Improving the scaffolding behavior of mathematics teachers during mathematical discussions

Revisiting and re-representing scaffolding The two gradient model (1).pdf – Google Drive

Scaffolding in content and language integrated learning (1).pdf – Google Drive

Why your classroom needs a ‘stuck list’ | Tes

How we use GRIT and stuck strategies at Burnside | Burnside Primary School (glowscotland.org.uk)