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What are some strategies you already use?

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What are some strategies you already use?

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Hands on Clocks

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What are some strategies you already use?

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What are some strategies you already use?

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What are some strategies you already use?

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What are some strategies you already use?

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Have you found any new insights from the session?

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Have you found any new insights from the session?

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Have you found any new insights from the session?

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Have you found any new insights from the session?

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Have you found any new insights from the session?

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Have you found any new insights from the session?

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How can you adjust your programs/assessments based on this new learning?

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How can you adjust your programs/assessments based on this new learning?

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How can you adjust your programs/assessments based on this new learning?

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How can you adjust your programs/assessments based on this new learning?

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How can you adjust your programs/assessments based on this new learning?

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How can you adjust your programs/assessments based on this new learning?

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Daily fluency

Daily review

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Vocabulary poster during literacy groups.

Using new websites e.g. Birdseed

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1. Concrete Materials, visuals/posters, Daily Review, CUBES - problem solving strategy, mental warm ups, real world examples, literature, different elements of time not just time or calendar, pedagogical moves (gallery wall, fishbowl etc)

2. Purpose of having a green question & providing the opportunity to hit an A or B on the grade scale. Explicitly teaching the analogue clock. Working collaboratively within the Stage rather than in year group isolation.

3. Ensuring that the green (A/B) for all assessment tasks. Making sure that the question/assessment/task is directly related to the outcome. Having the curriculum reform and exposure to the Maths syllabus.

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Programs and assessments can incorporate Passow's 'could, should and would' Principle is applied when creating extension tasks. Ensure there is a common grading scale.

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1. Some strategies we already use: daily review, some vocab

2. New insights - using vocabulary in our daily review; using cloze passages, frayer models. With daily review - having a challenge with 7 questions to answer in 1 minute, having varying challenges with daily review.

3. Daily review can easily be changed to include this. Assessments need to be true to the content for the stage rather than trying to extend students into content from stage 3. An A should be based on extended students with the content in the stage

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Adjustment to lessons using suggested websites.

The criteria of what makes an extension task. Would, Should, Could.

Ensuring common grading scale between classes.