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English - Modelling of a genre of writing. Asking children to pick out the key features. Shared write with teacher.
Giving a children a version with errors- how could they improve this? What is missing?
Power of Reading- prior lessons teaching skills needed to scaffold longer pieces of writing.

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Model answers - students selected to come to the front and talk us through their answer whilst writing it on the board. As a class students will improve the answer e.g. change the example, add key terminology, sociologists, etc.
Model answers - students grade answers and improve them.

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YR2 TARGET TEACHING, RESOURCES, DIFFERENT QUESTIONING, MODELLED WORK (WAGOLL), POLISHING WORK TOGeTHER, SMALL GROUP INTERVEnTION BASED ON FORMATIVE OR SUMMATIVE ASSESSMENT, ALLOWING STUDENTS TO DECIDE WHERE THEY START, PROVIDING OPPORTUNITIES TO EMBED SKILLS ACROSS THE CURRIUCULUM, WORKING CLOSELY WITH LSA TO ENSURE CONSISTENCY, PEER WORK, SHARING TARGETS WITH PARENTS, PEER ASSESSMENT, WORKING WALLS TO REFER TO, PURPOSEFUL DISPLAYS, INCORPORTING FLEXIBLE LEARNING ENVIRONMENTS AND OPPORTUNITIES FOR DOCUMENTING WORK E.G. COMPUTERS/IPADS/FLOOR, QUALITY FIRST TEACHING, ALLOWING MISTAKES AND CELEBRATING THEM. THE END.

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YR2 TARGET TEACHING, RESOURCES, DIFFERENT QUESTIONING, MODELLED WORK (WAGOLL), POLISHING WORK TOGeTHER, SMALL GROUP INTERVEnTION BASED ON FORMATIVE OR SUMMATIVE ASSESSMENT, ALLOWING STUDENTS TO DECIDE WHERE THEY START, PROVIDING OPPORTUNITIES TO EMBED SKILLS ACROSS THE CURRIUCULUM, WORKING CLOSELY WITH LSA TO ENSURE CONSISTENCY, PEER WORK, SHARING TARGETS WITH PARENTS, PEER ASSESSMENT, WORKING WALLS TO REFER TO, PURPOSEFUL DISPLAYS, INCORPORTING FLEXIBLE LEARNING ENVIRONMENTS AND OPPORTUNITIES FOR DOCUMENTING WORK E.G. COMPUTERS/IPADS/FLOOR, QUALITY FIRST TEACHING, ALLOWING MISTAKES AND CELEBRATING THEM. THE END.

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Model long mark essay answer which is split up into different paragaphs . Students have to put the essay together and highlight the skills demonstrated

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Name writing - laminated template with dotted letters to trace, moving to blank space to copy letters independently

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Using the visualiser to model what good writing looks like...
Equally using the visualiser to model what bad writing looks like
Placing bad and good writing alongside each other and picking out what makes it bad
Giving Wagoll evaluation sheets

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Give them a complete model answer and get them to use the model to fill in an essay planning sheet.
Take away the model and then get them to use their plan to recreate the answer.

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Low sets experiment work.

Demonstrate the steps myself.
Get class to setup equipment step by step as a class.
Carry out experiment simultaneously.
Then do a similar experiment from scratch on their own.

GCSE & A-level
Introduce new equations & Demo a couple worked examples
few more questions where Volunteers on the board and students explain steps for them.
Then practice own their own before a review.

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In a Quranic lesson, I recite first, the whole class imitates, any difficult words or sounds are picked up on from the key words given at the start of the lesson, individual recitation.

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Role model skills or techniques
Student demos for more realistic challenge for students.
GCSE - example answers/ how to structure answers/ scaffolding/ high scored answers from other students (removing names)

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1. Model PEEL paragraph - get them to colour code it.
2. Write one as a class.
3. Write the 3rd solo

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Natural practice in Maths
Usually a technique is demonstrated them the students try an example themselves.
We like to leave the worked example on the board to help the students.

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Modelling
Shared planning
Shared writing
Chunking
I do, We do, You do

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Exam question given with a structure. I show an example answer. As a small group or a class we write an answer to a different 3 mark question. We check if the structure is there. Students then write a model 3 mark answer