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Daily routines - eg. How many days smarter…

Chin it up- Warm up - resources out and organised

Sprints - groups re: Number Checks

Scheduling assessments - spread out

Use the unit to target what is the focus - sizeable chunks: drilling into one area of learning

Visual inputs accessible

KISS Principle

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Steps made visible

Third teacher

Concrete materials

Well-being check in

Reminding prior learning

Linking warm ups with new learning

Feedback based on previous learning - revisiting that

Student interest - link to the why

Peer tutoring and/ or partner work - gradual release

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Planned brain breaks

Consistent assessment routines

Use of timers

Planned transitions

Purposely closing the lesson/ plenary

Purposeful planning of warm-ups

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Repeated routines

Established and clear expectations

Predictable

Break activities into smaller tasks or over a few days

Revisit content using prior knowledge

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Repetition/Routine

Consistency

Scaffolding

GROR and A

Preparation

Hands on equipment

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Everyday school culture - routines that support learning

Teachers are organised for lessons

Regular check in for student understanding

Learning resources are readily available

Reducing distracter thinking time

Consistent practice in maths block

Data informed teaching- waiting for students to be ready for new learning

Purposeful revision st the start of lessons

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Sit at Maths wall - LI and target SC for the day.

Warm up activity well rehearsed - collect equipment could complete the game with success - minds on!

Timetabled

Visuals to guide to where to next

Use of third teacher for language explanation

Self reflection evident using SC

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Routine, structure, all resources easy to access, classroom set up, consistency, organisation

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Warm ups in camp fire

Structure

Great maths learning sequence

Visuals/ anchor charts/maths wall

Journaling

Revision/recap

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Structured numeracy block

Warm ups

Predictable activities

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🌟 Consistent Warm Ups (e.g Daily Maths Review)

🌟 Third Teacher

🌟 GRRM

🌟 Exit Tickets

🌟 Campfire, waterhole, cave

🌟 Routine

🌟 Differentiation

🌟 Concrete Materials

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Knowing they have a consistent seat

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Set routines with equipment use and placement in the classroom

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Explicit teaching

Modelling

Guided activities

(Great maths learning sequence )

Professional adults (expert in the room)

Revision

Formatting assessment-meeting the needs

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Differentiation

Hands on, real life learning opportunities

Educators who know what they are teaching

Optimal learning environments

Relatable learning tasks

Adults density

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Different experiences - eg, practical/hands on, interests, immersion into the focus,

GRRM, in collaboration with others, by teaching others,

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By gradual release and applying

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🌟 Teaching to the need!

🌟 Engaging interests

🌟 Using different approaches

🌟 Right supports in place and conditions

🌟 Being flexible and adapting the learning to the needs of the student

🌟 Not planning too far ahead

🌟 Data driven - formative assessment

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Retrieving long term memory

Building on what they already know

Structure and scaffolding

Targetting needs of students

Explicit teaching

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repetition

Hands-on

Engaging

Modeling

CPA model

Creating an environment for success

Collaboration

Self assessment/goal setting

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Curiosity, purpose, engagement, interests, positive learning environment, inclusive, welcoming, safe.

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Modelled, guided and independent practice 

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Modelled, guided and independent practice 

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By doing

By teaching it/ applying

Being exposed it

Reviewing and continual exposure

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Understanding strengths and weaknesses of the student

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Repetition

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Engagement with the learning- see a purpose

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Demonstration

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Concrete material manipulation

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ZPD

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Discussion

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Collaboration

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Hands on