tlc 3 challenge and personalisation v1
TRANSCRIPT
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What have you used from the last TLC?
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TLC 3CHALLENGE AND PERSONALISATIO
N
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What is the purpose of a seating
plan?
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You should consciously plan:
●WHEN you want your students to collaborate
●HOW they collaborate●WHO they collaborate
with
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What methods do we use to seat the students in the
room?
What are the benefits and pitfalls of these methods?
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The science of learning tells us that children need
to move around the learning space regularly.
(Transference)
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If they don’t, there is a danger that they will only
be able to recall information in that one
location.
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1.Challenge and Support Groups
This system offers lots of flexibility in day-to-day
lessons, without any prior preparation.
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Divide your equally class into four sections:●UPPER (U)●UPPER MIDDLE (UM)
●LOWER MIDDLE (LM)
●LOWER (L)
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HOME TEAMS:Each table is arranged in exactly the same way
UM U
L LM
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UM U
L LM
CHALLENGE
SUPP
ORT
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UM U
L LM
CHALLENGE
SUPP
ORT
The ‘gap’ between the students is never too wide - the weakest doesn’t work with the strongest
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UM U
L LM SUPP
ORT
When you move students to work in different groups, always move
the same seat - this way the pattern and organisation is never
changed
CHALLENGE
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AWAY TEAMS:Each table is arranged by similar ability
U U
U U
LM LM
LM LM
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2. Organise based on ongoing assessment
With this system, your seating could change
every lesson...
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What seating arrangement could we use in the lesson
after this assessment?
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3. Organise based on a key skill for your subject
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For example:In a science lesson,
students are writing up and evaluating data from an
experiment conducted in a previous lesson
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STUDENTS WITH WEAK LITERACY
SKILLS
STUDENTS WHO
STRUGGLE TO
INTERPRET DATA
STUDENTS WHO NEED
ADDITIONAL CHALLENGE
STUDENTS WITH WEAK NUMERACY
SKILLS
Where does the teacher go?
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3. Organise in order to allow children to model skills for one another
E.g. Pair a resilient child with a child who gives up easily
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4. Organise for specific activities
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E.g. Socratic
circle
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Large group discussion
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Lecture or presentatio
n
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Teacher led discussion
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ReflectionConsider your confidence/abilities in utilising different teaching
strategies.If we were in challenge seating for which strategies would you be
U/UM and which would you be L/LM?
Is there anyone in your group who can support you in developing your confidence in those strategies?
Can you support anyone else in those strategies?
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BEFORE BEFORE BEFORE NOW AFTER AFTER AFTER
THE PAST YESTERDAY TODAY TOMORROW FUTURE
Before Before, After Afterbefore-before/ after-after supports hypothesis; deeper thinking, creative speculation