Are the staff responsive to the learners\u2019 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?<\/p>\n\n\n\n
Actions\/Strategies<\/span><\/strong><\/p>\n\n\n\n Work through – <\/strong>co-regulation-and-de-escalation-informed-level.pptx (live.com)<\/a> Information – Co-Regulation (education.gov.scot)<\/a> Watch<\/strong> D&G – Educational Psychologists Executive Function<\/a> Further Reading\/Watching<\/span><\/strong><\/p>\n\n\n\n <\/p>\n\n\n\n UNESCO \u2013 Reaching out to all Learners<\/strong><\/a> \u2013 <\/strong>Guide 2<\/p>\n\n\n\n EEF – Scaffolding – https:\/\/d2tic4wvo1iusb.cloudfront.net\/eef-guidance-reports\/send\/5-a-Day_Reflection_Tool_2023.pdf<\/a><\/p>\n\n\n\n A Framework for Designing Scaffolds That Improve Motivation and Cognition.pdf – Google Drive<\/a><\/p>\n\n\n\n Scaffolding small groups at the group level: Improving the scaffolding behavior of mathematics teachers during mathematical discussions<\/a><\/p>\n\n\n\n Revisiting and re-representing scaffolding The two gradient model (1).pdf – Google Drive<\/a><\/p>\n\n\n\n Scaffolding in content and language integrated learning (1).pdf – Google Drive<\/a><\/a><\/p>\n\n\n\n Why your classroom needs a ‘stuck list’ | Tes<\/a><\/p>\n\n\n\n How we use GRIT and stuck strategies at Burnside | Burnside Primary School (glowscotland.org.uk)<\/a><\/p>\n\n\n\n Creativity Toolbox<\/a><\/a><\/p>\n\n\n\n Visual Scaffolds<\/strong><\/p>\n\n\n\n 5 Tips for Using Highlighting Tools in the Classroom | Texthelp<\/a><\/p>\n\n\n\n Highlighter – Accessibility Strategy (smartertoolsforteachers.org)<\/a><\/p>\n\n\n\n DOWNLOAD | Student Class Task Planner – Dr Pooky Knightsmith<\/a><\/p>\n\n\n\n Graphic Organizers Maker (teach-nology.com)<\/a><\/p>\n\n\n\n blogs.glowscotland.org.uk\/glowblogs\/communicationfriendlyenvironments\/<\/a><\/a><\/p>\n\n\n\n Written Scaffolds<\/strong><\/p>\n\n\n\n EEF blog: Working with worked examples – Simple techniques to\u2026 | EEF (educationendowmentfoundation.org.uk)<\/a><\/p>\n\n\n\n Pie Corbett \u2013 How to use the shared writing approach – Teachwire<\/a><\/p>\n\n\n\n 4 Ways to Make the Most of Success Criteria – Teachwire<\/a><\/p>\n\n\n\n Word For Word \u2013 Use The \u2018Overwriting\u2019 Technique To Turn Your Pupils Into More Confident Writers – Teachwire<\/a><\/p>\n\n\n\n 9 \u270f\ufe0f Building Better Sentences | DG Developing Balanced Literacy | Microsoft Teams<\/a><\/a><\/p>\n\n\n\n Verbal Scaffolds <\/strong><\/p>\n\n\n\n Literacy Scaffolds<\/a><\/p>\n\n\n\n Vocabulary Knowledge and the ‘Frayer Model’ (alexquigley.co.uk)<\/a><\/p>\n\n\n\n How to Chunk Lessons and Engage Learners \ud83d\udca1 (youtube.com)<\/a><\/p>\n\n\n\n Jigsaw | AdLit<\/a><\/p>\n\n\n\n How to enhance reading instruction: a guide to Immersive Reader for educators | Microsoft EDU<\/a><\/p>\n\n\n\n Concrete Scaffolds<\/strong><\/strong><\/a><\/p>\n\n\n\n Numeracy and Maths Scaffolds<\/a><\/p>\n\n\n\n How To Use Maths Manipulatives In Class (thirdspacelearning.com) <\/a>Scaffolding in Numeracy and Mathematics Links (1).pdf – Google Drive<\/a><\/p>\n\n\n\n <\/p>\n","protected":false},"excerpt":{"rendered":" Support and Facilitation Reflective Questions Are the staff responsive to the learners\u2019 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<\/p>\n
<\/a>
Look at <\/strong>Stages of Intervention Training and Signposting Sway<\/a><\/p>\n\n\n\n
Familiarise yourself with<\/strong> Framework for Numeracy <\/a>and Developing Balanced Literacy<\/a><\/a><\/a>
<\/a>
Arrangement of class set up to promote good interaction \u00a0
Tune in to learner\u00a0
Simplify and shorten instructions (say less)\u00a0
Reduce rate and complexity of spoken language\u00a0
Stress key words, target sounds, grammatical constructions\u00a0
Use visual cues and supports\u00a0
Use auditory cues and supports e.g. use learner\u2019s name at start of sentence\u00a0
Supplement verbal with non-verbal information e.g. use key word signing systems
\u00a0Use modelling e.g. of desired use of a word\u00a0
Allow additional response time\/thinking time\u00a0
Cue in sound or sentence\u00a0
Accept and use non-verbal cues\u00a0
Use scaffolding\u00a0
Use ICT to augment communication\u00a0
Use personal or communication passports\u00a0
Collaborate with parents\/carers<\/p>\n\n\n\n![\"\"](\"https:\/\/blogs.glowscotland.org.uk\/dg\/public\/frameworkforinclusion\/uploads\/sites\/8823\/2024\/11\/27104614\/FfI-Website-Return-to-home-page.png\")
<\/a><\/figure>\n\n\n\n