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Review Teach Practise Apply

The document outlines a teaching sequence called "Review, Teach, Practise, Apply" intended to support planning and instruction. It involves: 1) Reviewing prior learning to identify gaps and needs, then teaching new content with modeling and questioning. 2) Having students practice and extend their skills with scaffolding. 3) Applying their new understanding through challenges to demonstrate their knowledge and skills. The sequence aims to clarify each step and provide resources to aid implementation in lessons.

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khalison khalid
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58 views3 pages

Review Teach Practise Apply

The document outlines a teaching sequence called "Review, Teach, Practise, Apply" intended to support planning and instruction. It involves: 1) Reviewing prior learning to identify gaps and needs, then teaching new content with modeling and questioning. 2) Having students practice and extend their skills with scaffolding. 3) Applying their new understanding through challenges to demonstrate their knowledge and skills. The sequence aims to clarify each step and provide resources to aid implementation in lessons.

Uploaded by

khalison khalid
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Review, Teach, Practise, Apply

Developing and embedding the teaching sequence

Objectives:
 Clarify the sequence
 Provide resources we can use to support elements of the sequence
 To use the sequence in our planning and teaching

What is it? – Planning tool. Support for learning.

First question – What do you want the pupils to be able to do? (new knowledge,
skills or understanding).

Review
1st lesson in a series – New topic/Skill:
 PLAN
 Review previous learning
 Activities, tasks and questioning – Pupils demonstrate current knowledge,
skills and understanding
 Where are the gaps?
 Which pupils need support/challenge?
 PLAN

Teach
2nd lesson (new topic)/2nd part of lesson:
 After review, plan how to introduce new learning
 Why? – WALT and WILF – Add context
 Direct teaching of new knowledge, skills, understanding
 Key vocabulary
 Model – Narrate thinking process
 A good example
 Questioning

Practise
In planning:
 Plan the learning activity/episode – Opportunity to practise
 Ask ‘why?’
 Then ask ‘How?’
 ‘SAME’ it
 Consider pace and challenge.

In lesson:
 WALT and WILF
 Pupils practise and extend – Not only repeat
 Scaffold the process
 First, then, next, finally
 Mini plenary

So let’s practise….
“WALT: Say which foods you like and don’t like.
WILF: LA – Say I like and I don’t like in French.
MA – Say I like and I don’t like + food item.
HA – Write in French about foods you like and don’t like.”

What will the learning look like for the practise section of the lesson?

Apply
 WALT and WILF
 Set challenge to demonstrate new K,S or U
 Support pupil in planning an approach
 Can they explain how they will tackle it?
 Re-model the thinking process where necessary
 Those who are ready – go for it!
 (Those who are not – why? – back to practise?)

Plenary
(During the lesson you and pupils)

 Plenary –What did you do?


How did you do it?
Why did you do it?
Plenary cards
 Secure? How do you know?
 Revisit WALT and WILF
Feedback from peers
 WWW and EBI / ‘2 stars and a wish’
 Be kind, be specific, be helpful

Review
After the lesson (You)
Assessment for Learning – Marking
 Learning objectives and success criteria achieved?
 Evidence?
 Where are the gaps?
 Informs appropriate feedback to pupils
 Informs planning
 PLAN….
Feedback – Pupil focus
 Stamp marking – What you did well, Next steps
 Level
 Questions to extend learning
 Take it out of context – Can they transfer?
 Could they explain it to a peer/teach it?
 Corrections and improvements
 DIRT – Starter next lesson

Next lesson (Pupils)


Starter
It’s like a plenary (but at the start…)
 DIRT time
 Get the lid on that pan!
 See resources for when DIRT not appropriate
 Choose a starter/plenary card

Plenary: Let’s play!


 TABOO

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