ECT training - Taw by Ben Sudjaitham https://padlet.com/ben_sudjaitham1/ECTtraining en-us 2022-12-02 19:17:00 UTC 2026-01-31 19:49:17 UTC hello@padlet.com Theory: Explaining & modelling - Securing effective demo ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407069172 Presentation
https://docs.google.com/presentation/d/1Y678GqJx01JTMAN6iNk0eVaTVewAfhher15LGb_u7NI/edit#slide=id.gd85e6de1a3_0_39]]> 2022-12-02 19:19:36 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407069172 Theory: Modelling handover - I do, We do, You do ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407075441 Presentation: https://docs.google.com/presentation/d/1Ifs-1dsYiB2zYzmjjE4LelDAa2tRWz9RjwSRz6C5Hao/edit?usp=sharing]]> 2022-12-02 19:25:46 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407075441 Theory: Guided practice ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407081145 Focus: Define the techniques for guided practice and independent practice

1. What does Rosenshine say about the optimal success rate? What are the key differences between guided practice and independent practice? 

2. How much closely supervised guided practice do you support in your lessons? How do you ensure you notice if a student is struggling or making repeated errors in the early stages? 

3. What resources do you have available to support students who are clearly ready for more extended practice or who need additional support to achieve a high success rate? ]]> 2022-12-02 19:31:38 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407081145 Theory into practice - Plan & Teach Y10 Lesson on isotopes ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407082400 2022-12-02 19:32:50 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407082400 Theory: Keeping all students on task ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407084231 Focus: building student habits and learning stamina

A common behaviour management challenge is keeping students focused on a task with the required effort, intensity and independence, for a sustained period.

This is easier when the task is a form of guided or independent practice and harder when students continually struggle. It is also easier when students have good habits and stamina built around a familiarity with the experience of working hard for an extended time.

Driving questions to investigate: 
1. At the individual level - How many students are engaging with the lesson? What behavior do they display? What motivates them to be independent learners? How does each individual student behave? Why does individual learner behave the way they do? Do they need help? Do they need to be taught successful habits for learning? 
2. Do you have a systematic approach to reviewing prior learning from a week ago or a month ago? What strategies help to sustain student effort and attention for the double period? If a student in your class wants to study and is motivated to succeed, what resources will they have available to them to support them?  
]]> 2022-12-02 19:34:45 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407084231 Theory into practice - Plan and Teach Y10 Electron configuration & Periodic table ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407090695 2022-12-02 19:41:32 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407090695 Theory: Brighten lines ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407091934 Focus: Brighten lines 
 
Why is this the focus? When students are given instructions on a task but don’t know how to follow them correctly; giving clarity to students on specific behaviours for different parts of the lesson. 
What is the problem this will overcome? Students develop independence and know what to do in different situations e.g. see 3 before me 
How will this be modelled? Observe BeS’s Year 10 lesson

Guided practice (I DO, We DO, YOU DO): 
  • How is the concept of brighten line used in this lesson? 
  • What makes the line bright and clear to students? 
 
]]> 2022-12-02 19:43:00 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407091934 Observe Ben modelling guided practice & Brighten lines ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407097298 Guided practice (I DO, We DO, YOU DO): 
  • How is the concept of brighten line used in this lesson? 
  • What makes the line bright and clear to students? 
]]> 2022-12-02 19:48:26 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407097298 Observe Ben doing alkali metals demo 5/12 ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407098655 2022-12-02 19:50:00 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407098655 Theory into practice - Demonstrate alkali metals to Y10 ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407099248 2022-12-02 19:50:39 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407099248 Secure progress through modelling ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407414975 Securing progress through modelling

https://teacherhead.com/2022/06/15/five-ways-to-secure-progress-through-modelling/]]> 2022-12-03 09:32:09 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2407414975 Positive framing ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2413563736 2022-12-07 22:52:18 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2413563736 Define coaching and mentoring relationship ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2413570733 What will feedback look like? Incremental coaching technique and planning.
What would you like to work on?
What are your worries?
What are your strengths?]]> 2022-12-07 23:04:58 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2413570733 Problems to solve ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2413571620 Years 9 and 10 behaviour issues
Pace of lesson - falling behind
Workload and time management - stress level
Confidence in delivering new GCSE content - not taught it before
Checking of subject knowledge ]]> 2022-12-07 23:06:44 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2413571620 Mentoring & Coaching - GROW model ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2425693149 GOAL

What is the goal or subject you would like to talk about?
What is it that you want to achieve?
What is important about this goal for you?
What outcome are you looking for at the end of the session?
How much on a scale of 1 to 10 do you want this?
What is the timeframe for you to achieve this goal?

REALITY

What is the present situation in more detail?
Who is affected by this other than you?
Do you own the goal?
What obstacles do you need to overcome to achieve it?
What resources do you have / need?
What strengths have you got to help you achieve your goal?
In what ways are you already applying elements from the ECF?

OPTIONS

What are all the different ways in which you can approach this issue?
Which specific elements of the ECF – as expanded upon in the Research and Practice Summaries – can you draw upon?
On a scale of one to ten, what would be your top three?
What else could you do?

WILL (“I will”)

What are you going to do?
Who needs to know / be involved?
When are you going to start?
What personal resistance do you have?
How does this meet with your original goal?
Adapted from: John Whitmore, Coaching for Performance, 2007, London: Nicholas Brealey.
]]> 2022-12-20 11:25:23 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2425693149 Module 3 Overview ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2425694929 Module 3 of the ECF addresses Teachers’ Standard 4: Plan and teach well-structured lessons and Standard 5: Adapt teaching.

The topics within this module are:
  1. Completion of Module 3 audit
  2. Implementing effective modelling
  3. Introducing new material in steps using exposition and questioning
  4. Modelling metacognitive strategies including through homework
  5. Developing high quality classroom talk
  6. Reviewing the learning for Standard 4
  7. Understanding the role of key professionals in meeting the needs of all learners
  8. Using grouping to support specific needs
  9. Building on pupils’ prior knowledge through formative assessment
  10. Making new concepts accessible through targeted support
  11. Meeting individual needs and balancing workload
  12. Reviewing the learning from Standard 5

    The module begins with a self-assessment audit against Module 3 ECF content. Through this module you will consider the fundamental principles of planning well-structured lessons to ensure that your ECT meet the needs of all learners, and how to adapt their teaching to ensure that pupils don’t get left behind. You will work with your mentee to extend th activities, with opportunities to consider research on how to structure lessons and adapt their teaching, including using modelling and scaffolding, as well as developing metacognition in pupils. You will use this so your ECT can evaluate their own approaches to ensuring that pupils can build on prior knowledge and address misconceptions before they become a barrier to learning. This will lead to the practical application of theory to their practice, applying new and refining existing approaches in the classroom. There will be opportunities for both collaborative and individual planning, reflection and evaluation, through which your ECT will further develop their practice.

    This module is 12 weeks long. Within the sequence of this programme, the module is designed to be run in the spring term of Year 1. There will be another Mentor Self-Directed Study session mid-way through this module.

]]> 2022-12-20 11:28:11 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2425694929 3rd January - Module 3: Developing quality pedagogy ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2425699087 Plan


Theory in practice


Mentoring and coaching
Give the ECT an opportunity to observe you teach a class – how do you model a difficult area of the curriculum for your own pupils?
Script and rehearse some simple routines – for setting up effective and content-rich classroom talk?
Discuss in your phase or subject team how you model metacognitive strategies.
]]> 2022-12-20 11:34:31 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2425699087 WC 9th Jan - Module 3: Developing quality pedagogy ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2425706006 2022-12-20 11:45:44 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2425706006 Metacognition ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2459753062 https://funkypedagogy.com/free-cpd-content/]]> 2023-01-28 12:04:12 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2459753062 Teachers' standards ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2524207181 2023-03-20 20:00:07 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2524207181 Brighten lines ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2524207758 2023-03-20 20:00:40 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2524207758 TS ben_sudjaitham1 https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2524251571 2023-03-20 20:47:05 UTC https://padlet.com/ben_sudjaitham1/ECTtraining/wish/2524251571