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Programme Leadership Module 4

Planning for Interventions

Clare HillPrincipal Development Lead (Secondary Maths)

Carys HopkinSchool Development Lead (Secondary Maths)

03

Interventions

02

Assessment Strategies

01

Dimensions of Depth

Index

Aims

04

EEF Best Practice

Evaluation

05

The Dimensions of Depth

Click on each of the Dimensions of Depth to learn more about each one

Objectives

The Dimensions of Depth

Drag the boxes that relate to each dimention of depth to the right place

Language & Communication

Conceptual Understanding

MathematicalThinking

02 - Assessment

Objectives

Formative

Summative

Your school will have its own assessment systems and policiesWhile reading about the different forms of assessment, take a moment to think about all the different types of assessment you might use throughout the year

Objectives

Assessment Strategy

Read about the main types of assessments

Assessments which are designed to be predominantly formative are likely to:

  • Involve mainly very granular questions to establish precisely what students can and cannot do.
  • Be focused on the core most important residual knowledge to inform the re-visiting of content we need students to secure.
  • Be designed to identify strengths, weaknesses and misconceptions to inform teaching.

Assessments which are designed to be predominantly summative are likely to:

  • Sample a broad cross-section of the curriculum covered
  • Be designed to get a snapshot of students' attainment in comparison to their peers to quantify their attainment and progress.

Objectives

Assessment Strategies

There are many opportunities for assessmentDrag these elements where you think they go on the scale below, from formative to summative

Need a hint?Click here to go back and read about different assessment strategies

Click the arrow to see how we arranged them

Objectives

Assessment Strategies

Click on each assessment point to reveal the reasons on where they are on the scale

Need a hint?Click here to go back and read about different assessment strategies

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Objectives

Interventions

Interventions are needed to close gaps students might have in their understanding or provisionOnce gaps have been identified, look at the flow chart to see the options available for interventions

Hover over each of the intervetions at the bottom of the page to see how they could be used

Co-planning sessions are opportunities to discuss misconceptions with your colleagues Use the Notes & Guidance slides where misconceptions are highlighted to ensure teachers are aware of them prior to teaching the lesson

If an assessment identifies some knowledge or skills that students don't know, reteaching may be necessary. This may involve revisiting fundamental understanding to addressing prior knowledge gaps, or it may require a different type of new learning

If there is a gap in provision, we need to ensure this is not passed onto future cohorts, Consider training which supports teachers understanding of new learning or their subject knowledge This may be through CPD's reviewing unit or lesson content

If there is a gap in all schools, that's for us to look at our curriculum and think about how we improve

Our assessments are split into two parts;Click on each part to learn more

Objectives

Termly Diagnostic Questions

Lets look a little more closely at the structure of our End of Autumn and Spring assessments

Part A - Multiple Choice Questions +

Part B - Application Questions +

03 - Intervention

Objectives

We have looked at when interventions should be implemented,Now lets look at the how...

Defining intervention can be challenging, especially considering the numerous ways we think about them and carry them out,Here are two generalised definitions that may be helpful

Any systematic attempt to alter the course of development from either its established or predicted path

A general term that refers to the application of professional skills to maintain or improve a child's potential for ongoing healthy development

Objectives

What is an intervention?

Interventions

Click Here

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Termly Diagnostic Assessment

+ Learn more about Smartgrade

Our termly diagnostic assessments although placed here in the middle should be used by the teacher in a formative way as they highlight misconceptions and areas to potentially revisit with small groups of students or the whole class. As the Mastery Lead you can also use each termly diagnostic assessment to build a picture of a students’ progress over time. This is one of the powerful aspects of Smartgrade which is available to all schools on the programme.

Representing concepts using objects, pictures, words and symbols; making connections

Conceptual Understanding

Watch the video for a more in-depth look at Conceptual Understanding

Central to learning mathematics

MathematicalProblemSolving

Explaining, justifying and discussing using accurate mathematical language

Language & Communication

Watch this video for a more in-depth look at Language & Communication

Making conjectures, trying out specific examples,organising, comparing, looking for patterns and generalising

Mathematical Thinking

Watch this video for a more in-depth look at Mathematical Thinking

It is not always possible, or helpful, to categorise assessments as either formative or summative, as we sometimes have differing definitions for them (especially formative assessments)It might be easier to think of assessments as lying somewhere on a scale from formative to summative

Assessments are not always easy to classify

- It might happen outside the classroom or during a maths lesson- It isn’t for the same students all the time - It is to enable students to access new ideas - Putting foundations in place/reinforcing foundations to enable students to learm - Curriculum gap-filling - Extra opportunities to practice, develop learning skills, - Empowering/building confidence

Interventions

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Multiple Choice Questions

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