SAY LESS!

•       Don’t lecture!

•       Check understanding regularly

•       Don’t speak over a PPT slide

•       Don’t give instructions, whilst

       students are writing.

Chunking

Give students the task in small steps (or ‘chunks’).

Examples include:

·       A roadmap outlining a step-by-step path to completion.

·       Covering up the parts of the task that don’t need to be focused on yet.

·       Checkpoints where the teacher asks students to check-in after each ‘chunk’ of learning is completed.

·      Checklist for students to tick as they complete chunks.

Visual Aids

Visual aids can include:

·       Pictorial representations of lengthy texts / procedures

·       Flash cards a student can have on their desk

·       Graphic organisers and charts

·       Writing on the board

The visual aids should not tell the student answers, but it should help the student to think through the task themselves.

Modelling

Modelling allows the teacher to demonstrate how to complete a task while students observe.

Examples include:

·       A fishbowl activity - a task where a whole group of students stand or sit in a circle and watch a small group in the middle of the circle complete the task. This promotes active listening and close observation of a task.

·       Using the visualizer – talk students through your thought processes.

·       Where necessary, go on to provide a partial model, promoting growing independence.

Thinking aloud

Thinking aloud helps students to process their thoughts. It involves having students verbally brainstorm half-formed ideas.

Examples include:

·       Students recording themselves talking about their thoughts on a topic.

·       Teacher encouraging speaking during an activity.

·       Questioning students of what they’re doing at each step.

·       Encouraging students to ask their own questions to deepen their knowledge.