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Revisit prior content and make clear to pupils that tricky concepts will be revisited to allow them to engage in the learning content.

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Using a hinge question to decide whether pupils are ready for scaffolds to be reduced/removed.

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Check responses systematically so you can be responsive to misconceptions. Pay close attention to key indicators e.g. SEND, learners who often find a concept difficult to retain.

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Be explicit - This makes them invest more effort in securing the learning.

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Note down ideas as you are circulating and listening to paired talk to discuss with class and unpick misconceptions or deepen understanding after paired talk.

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Repeat Quiz questions that the children have found tricky previously. Be consistent, make sure each quiz contains previously taught key knowledge.

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Planning a route for circulating paired talk, to target specific

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Circulate and plan a path around the room, listening for pupil discussion and misconceptions, address and celebrate responses at an appropriate time.

Have prepared ideal answers from pupils and exaggerate scanning and listening to assess whether they are doing correctly

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Plot key questions throughout lessons that tie directly back to core knowledge, allowing for opportunity to get a sample from all students.

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Use show me board for checking for understanding/misconceptions.

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Check responses from all children to ensure full understanding before independent work or after an explanation of new content. Make this check easy to assess effectively, for example a multiple choice quiz, this needs to align with the core knowledge that has been taught.

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Use show me boards to check for pupils misconceptions.

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Using show me board for quick analysis, and to check for understanding.

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Plan in check points where choral response will be effective. Look for understanding or misconceptions.

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Align core knowledge.

Design for quick analysis, multiple choice or short answers.

Check all students.

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Clear questioning to ensure comprehension after explaining core knowledge.

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Replace ambiguous questions with a show me board to identify misconceptions

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Nice use of practical activities - bead strings, where every child holds up their response.

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Plan model beforehand to identify misconceptions beforehand and address them during the live modelling

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Design assessment strategies so it is quick to implement and samples all students. Portion the lesson at the planning stage so key questions can be asked at the right moment, in order to provide scaffold or challenge as appropriate.

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Keeping it pacey, so learning can continue without disruption

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Instead of 'do you understand' ask a specific question e.g. via show me boards that demonstrates that they understand

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Plan a path.

Consider key words.

Record responses.

Exaggerate scan.

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Implementing scaffolded support, such as guided practice, sentence starters and graphic organisers, to help students achieve mastery.

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plan before where timings are for key questions, hinge questions, to ensure assessment is taken and being able to check for understanding to know whether to move on or if they have not grasped the key objective at that point

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When a majority of class are finding a concept tricky, present the question to the class in the next lesson with some variation. Tell them why were are repeating it so they can make more of a conscious effort to secure the learning.

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Use a range of resources to check for understanding e.g. bead strings instead of relying on show me boards.

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Explain the why , and making sure children understand that it is not a test and that is to allow teachers to adapt lessons according to needs of children.

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Ensuring sufficient time for reflection and revision, allowing students to engage with feedback and make meaningful improvements.

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Revisit a misconception at the start of the next lesson by revisiting question or a variation of the outcome intent.

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Be very clear on the key vocabulary and what response you want from the learners. Keep it pacey!

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Ensure questions have been pre-planned and are clear, insisting on 100% participation when pupils are responding.

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Make expectations clear.

Keep brief, easy to check.

Check student responses.

Explain the why, explain why checking.

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Children are trained and all saying at the same time. Clear instruction from he teacher and the same instruction is always used - consistent.

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Ensure key concepts are 'over-learnt'. My turn, your turn, tell your partner, repeat, etc.

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Regular.

Misconceptions.

Check systematically.

Take or add scaffolds - be responsive

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Use whiteboards to ask explicit questions checking for understanding. Look at responses and assess addressing misconceptions

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Having a path of circulation, considering focus children. Listening in

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Identify the specific skill or knowledge that you are aiming to achieve - share with pupils.

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Key to repeat tricky concepts, analyse if a large portion of the class have struggled and repeat the question / a variant of the question during the next quiz.

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Planning in questions for understanding. collective answers

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Thinking time and then training them all to respond at the same time

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Stay focused.

Make it clear - model how you want it.

fast pace.

100% engagement.

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Being pacey, planning it into lessons and being clear on the expectations.

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Insist on full engagement, model how you want, clarify expectations and use a count down.