43. Using examples and non-examples

Pupils need concrete examples and non-examples to refine mental models of a concept in their long-term memory. Varied examples help a learner define the most important parts of a concept so they aren’t fooled by distracting factors that might cause them to under-generalise about key ideas. Non-examples help pupils attend to the boundaries of a concept and avoid overgeneralising about key ideas.

This staff meeting starter encourages staff to consider the ways they use examples and non-examples to reduce misconceptions when teaching new or complex topics.

Linked resources

Premium subscribers can access a training module which demonstrates how to use examples and non-examples. This can be viewed in our ‘Effective Vocabulary Instruction’ training module. The video chapters document shows you that the examples and non-examples occurs 21 minutes 36 seconds into the video.

42. The importance of oracy for learning

Oracy is not just speaking; it is about using talk to promote and enhance learning. Robin Alexander asserts that oracy, or the development of talk, should foster thinking, not simply require pupils to report on someone else’s ideas. Pupils should learn how to pose their own questions and how to use talk to narrate, explain, speculate, imagine, hypothesise, explore, evaluate, discuss, argue, reason, and justify.

This staff meeting starter encourages staff to reflect on the role oracy in the classroom has on improving, enhancing, and promoting learning.

41. Using peer assessment effectively

Peer and self-assessment are powerful forms of feedback when harnessed correctly. When done well, they can:

• give pupils opportunities to think carefully about their own learning and that of their peers;
• develop their mental models of what success looks like in a task;
• support them to develop transferrable knowledge; and
• support self-regulation and independence.

This staff meeting starter provides an opportunity for staff to discuss their current use of peer and self-assessment, the barriers they face in its use and strategies for development.

Linked resources

Premium subscribers can access a training module which contains a section on the use of peer and self-assessment. In the video ‘Embedding formative assessment’, strategies for giving feedback from the teacher and peers are explored and we consider how we can activate peers and learners in ‘owning’ their learning. You can use the video chapters document to pinpoint the start time for the section about peer assessment if you do not want to watch the entire video.

40. Developing emotional agility

According to Susan David, emotionally agile people ‘demonstrate flexibility…they are able to tolerate high levels of stress and endure setbacks while remaining engaged, open and receptive.’ As teachers it is important we reflect on our emotional agility in order that we are able connect with our values and reframe everyday activities in relation to them.

This staff meeting starter encourages staff to discuss emotional rigidity, emotional regulation and emotional agility, including ways and tips to becoming more emotionally agile.

39. Scaffolding and fading

Bruner believed that when children learn new concepts, they required assistance from teachers and other adults in the form of active support. Initially learners will be reliant on support but as they become more proficient and acquire the skills and knowledge needed, they are less reliant and the support can be reduced and eventually removed altogether. Using appropriate support and scaffolds can work well as a key facet of ​‘adaptive teaching’. Scaffolds can often be created live, or become embedded within planning, rather than feeling like an ​‘add-on’.

In this staff meeting starter, staff are encouraged to discuss the scaffolds they use, how effective they are and when best to fade or remove scaffolding altogether.

Linked resources

Premium subscribers can access a training module about scaffolding where we share a range of scaffolding tools and techniques as well as including specific examples for ways they can be used with pupils in a primary school setting.

We also have a training module focused on adaptive teaching. It explores range of strategies teaching staff can use to adapt their teaching to ensure pupils understand and learn the concepts being taught and we explain how to anticipate and break down barriers to learning.

Both training modules can be found in the ‘teaching strategies’ section on the training module page.

38. Addressing diversity in the classroom

Schools are diverse and serve diverse communities, thus our curriculum should include diverse representation. A curriculum that is diverse can be planned, but also needs the capacity to respond at short notice to incidents, events or changes. Diverse Educators state: ‘Diversity, equity and inclusion (DEI) need to be a strategic priority for every school to ensure that we create a sense of belonging for all.’

This staff meeting starter encourages staff to consider both school context and need in planning how to address diversity.

Linked resources

In the resource bank you can download a self-evaluation document for DEI. Simply type ‘diversity’ into the search box to access this and other relevant resources.

37. Cultural capital

‘Cultural capital’ encompasses experiences, art and knowledge from a variety of cultures. Bourdieu said that the middle classes had the most cultural capital, while the lower or working classes had less. Children who are not exposed to adequate cultural capital will experience challenges in their adult life. This could include the connections they make with other people, to the skills they have to debate and discuss issues confidently. The provision of cultural capital in schools helps redress the balance of inequalities for less advantaged pupils.

This staff meeting starter provides opportunities for staff to discuss the school’s cultural capital and enrichment provision to fill the gaps pupils may have.

36. Intrinsic and extrinsic motivation

Motivated pupils can maintain their focus and attention for longer. This may be because they find the topic interesting, or they understand its necessity for later learning, life or the world of work. If pupils are highly intrinsically motivated then extrinsic motivators, in the form of rewards, can undermine autonomy as they become controlled by them and in turn their intrinsic motivation diminishes.

In this staff meeting starter, staff are encouraged to discuss how well rewards motivate pupils to learn.

Linked resources

Premium subscribers can access training module about behaviour management which considers behaviour theories and how these often influence the rewards and sanctions systems which school put in place. In the video ‘Behaviour Management Part 1, we explain how the types of rewards and sanctions used in school can impact upon the behaviour of pupils and share the top 3 rewards children would choose!

35. Do we teach computing effectively?

One of the barriers to pupils developing knowledge in digital literacy is the belief that they are ‘digital natives’ and already experts in the use of digital devices. However, many pupils lack basic digital literacy skills but are expected to use devices they have not been taught to use. Ofsted’s research review into computing found that there are few subject specialists in computing and subject-specific CPD is not always readily available.

This staff meeting starter encourages a discussion about the possible assumptions teachers make about pupils’ competence in computing.

Linked resources

Premium subscribers can access a training module where we take you through Ofsted’s research review into computing. In the video we share the key elements from the computing research review including curriculum progression, teaching the computing curriculum, taking a cross-curricular approach, and the use of assessment. Other key areas covered include teacher subject knowledge, curriculum time devoted to computing and school systems.

34. Effective plenaries

A ‘good’ plenary summarises the main learning points and provides opportunities to get pupils thinking and / or talking together. Beadle suggests there are three things we should keep in mind when including plenaries in our lessons:

1. Be planned in advance;
2. Given sufficient time; and
3. Ensure that it is the pupils who are doing the work.

This staff meeting starter provides opportunities for staff to share strategies for and examples of effective plenary planning and delivery.