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MFL: Explain your knowledge of a new grammar rule to another person

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Maths: Make the student a manager within a team question relay activity. Utilize there competitive nature to manage their peers and keep track of the work being completed

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Biology: Purposefully allocate them a debating team whose argument will be from a different perspective to their own.  Give them the role of 'interrogator' to the opposing team e.g. the use of stem cells, oil based vs plant plastics

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Maths: I would ask this student to narrate what I am doing as I problem solve at the whiteboard.

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Maths: get this student to up to the whiteboard  to model a solution to the rest of the class.

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Be an observer of a student explaining an idea to another then give feedback, maybe in writing.

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Can possibly be the one leading the questions from a point given rather than offering all the possible answers.

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The Extrovert that may turn introverted - to be aware that something may be happening in their life (Speak to Tutor/ HOY)

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The Extrovert that may turn introverted - to be aware that something may be happening in their life (Speak to Tutor/ HOY)

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Use online tool to randomly assign groups, so not working with those familiar to them.

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English: ‘speed-dating’ memory game. Physically up and moving around in the classroom. Share a piece of newly learned info with another student within 30 seconds. Must remember it and relay it to the class when sitting back down.

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Give them a task that is based on focusing, such as giving the feedback at the end so they have to stay on task and not chat about Real Housewives new ep! 

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Give them a task that is based on focusing, such as giving the feedback at the end so they have to stay on task and not chat about Real Housewives new ep! 

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Could possibly take the role of leader in a group. Talking to everyone and organizing

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Science: Provide a role where they have to actively engage, e.g. chair a debate on energy sources, i.e. need to be actively involved.

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English: ‘Do it now’ tasks that involve ‘think, pair, share’ activities at the start of the lesson so that students are active from the start and the expectation is that they share.

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Who wants to be a millionaire?

Reassuring if they get cold called on no hands up approach. They have 50:50 or Phone a Friend to encourage them to have ago and they have support of others in the class.

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Summarise the key points from the previous lesson in a group of three and the silent type feeds back to the rest of the class.

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Instead of presenting to a class that may give them worry/ anxiety and not achieve their potential get them to maybe record and send to adapt to their need but also challenge them. 

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Instead of presenting to a class that may give them worry/ anxiety and not achieve their potential get them to maybe record and send to adapt to their need but also challenge them. 

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Maths: the hogger can write the “perfect” solution which will be shared with the rest of the class to give verbal feedback at the end of the lesson.

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English: use of displays. Questions placed around classroom on whiteboards that can be repositioned. Up on feet and moving around the room answering the questions.