Using the template below questions are printed out onto Post-it Notes. The colour of the Post-it Note corresponds to the level of difficulty of the question.

The Post-it Notes are then placed onto the desk of each student before they enter the room; the students then have to answer their question as their starter activity. Post-it Note starters enables the teacher to differentiate the question each student receives to challenge them, but at the same time make it achievable. I use the five different colours of Post-it Notes for five levels of difficulty. 

Intervention refers to putting in place strategies to help students to rectify any underperformance as soon as it is identified through regular, short focussed guidance and support. The most effective intervention is led by the subject teacher who has an in-depth knowledge and understanding of the student’s barriers to achievement and strategies they can focus on to improve their attainment. 



Common Barriers to Progress Include:

·       Low attendance 
·       Social difficulties- poor self-esteem, difficulty working with others, feeling stressed or anxious
·       Lack of academic aspiration
·       Large misconceptions
·       Lower progress as a result of inappropriate teaching methods, which don’t meet learning needs
·       Poor behaviour
·       Lack of challenge resulting in boredom and a lack of focus
·    Underdeveloped learning skills – features such as poor listening, easily distracted, problems grasping    cognitive needs in a whole class situation, poor literacy or mathematical skills

The diagram below highlights intervention strategies that can be implemented to enhance attainment, the majority of which can be employed during day-to-day teaching.  

Characteristics of Effective Intervention

Struggling Students Benefit from Classroom Intervention Strategies that….

1. Include explicit, well-organized (systematic) instruction as well as opportunities to consolidate information;
2. Are provided in small-group or one-on-one formats;
3. Small timeframe provision on a regular basis
4. Provide extended opportunities for practice, including guided, independent, and cumulative practice with teacher feedback;
5. Are provided in addition to regular classroom practice;
6. Include continuous progress monitoring.

Tier I – Classroom Interventions are designed for All Students, and they should reach approximately 80% of students
Tier 2 – Strategic Interventions should help Some Students, an additional 15% of students.
Tier 3 – Intensive Interventions should target A Minority of Students, 5% of students
Tier 4 – Extended Intervention will apply to a Few Students, approximately 2%

Intervention Strategies:

Oral Feedback
A suggested sequence for giving individual oral feedback in a planned review as intervention

1. Plan feedback which is positive and specific
   
2. Reinforce the value and importance of the pupils’ contribution
   
3. Focus on recent learning objectives and learning outcomes in the context of pupil targets
   
4. Give the pupil(s) time to reflect and respond
   
5. Encourage the pupil(s) to ask questions to clarify their understanding of the progress they have made
   
6. Identify and agree the most important next steps in learning and revise pupil targets if necessary
   
7. Agree immediate and longer-term actions. Clarify when these will be reviewed, by whom, and what evidence will be sought 
   

Written Feedback:
In order to improve the quality of feedback there must be explicit expectations about it. Teachers need to explain to pupils that, in line with whole-school policy:

1. Students receive feedback on their work periodically and selectively
   
2. Feedback focused on key priorities [the learning objectives]
   
3. Feedback identifies what they need to do to improve 
   
4. Seeking help is an essential part of their learning and leads to useful discussion about ways of learning
   
5. Feedback will require interactivity/action by the pupil
   
6. All feedback needs to be positive and specific.
   
7. Feedback is even better if linked to curriculum targets eg grade requirements.
   
8. Taking the time over constructive comments reaps rewards with student performance. 
   
9. Mark less to achieve more!!!
   

Target setting:
The purposes of target setting:

1. To use sources of information, including attainment data, to focus plans on raising standards of pupil attainment.
   
2. To ensure pupils’ prior attainment and achievement is built upon throughout the key stage.
   
3. To identify and focus teaching on areas of underperformance.
   
4. To actively support improved learning outcomes for underachieving groups of pupils.
   
5. The majority of GCSE subjects have pre-published sheets to aid students with their revision, using curricular targets.
   
6. Checklists can be created for all units of work and are helpful in reinforcing grade differences.
   
7. Persistent use of revision booklets reinforces good revision habits in students
   
8. Students need to be encouraged to set, and record, their own curricular targets.
   
9. Students need to be given opportunities to self-assess their own coursework and make any amendments if required.
   
10. It is vital that coursework pieces, once marked, are shared with the students so that they know how to improve on any future pieces
    

Balloons are hidden under tables and chairs before the students enter the lesson. On the teachers command the students have to find the balloon with their name written on it. Inside each balloon is a piece of paper with a question written on it, the students have to pop the balloon to obtain the question and then answer it. 

The questions can be based upon the previous lessons objectives and differentiated for each student. 

An alternative is to place a letter in each balloon, the students have to gather into groups of the same colour balloons and work as a team to arrange the letters to spell a key word associated with the topic and then compose a precise definition for that word.

A fun activity to increase engagement and competition within plenary activities throughout every lesson. 

The plenary grid can be laminated and placed on each desk or printed out given to the students to glue into their exercise books to reference every lesson. The students role two dice and then complete the task selected. 



The activity can be differentiated by students choosing the task they want to complete instead of rolling the dice, which enables students to select the task which enables them to demonstrate their full knowledge and understanding. 

The activities can be differentiated in accordance with Bloom's taxonomy to challenge the different ability students and assigned to individual students to complete by the teacher. 

Credit for this activity goes to http://cheneyagilitytoolkit.blogspot.co.uk

I came across this idea on twitter and it has proved to be a very good way of enhancing students motivation to completing homework. 

Students pick from the menu the format in which they are going to complete their homework. I've used this for extended homework to revise or summarise a unit or topic, and it works equally as well with both Key Stage 3 and Key Stage 4 students. By embowering the students and giving them ownership of the homework and allowing them to choose the type of activity they are more effectively able to demonstrate their knowledge and understanding. The tasks are differentiated in line with Bloom's taxonomy catering for all ability students.  

From trying this over the past half term the students get really involved and begin to compete with each other to produce the most original and creative piece of work, which is fantastic for improving student progress and standards. 

This is a fun activity (using balloons always is) used during exam practice for long answer questions such as the QWC questions (quality of written communication) or indeed past papers. 

Students work collaboratively in groups to answer the extended questions. If the students require support they may pop a balloon off the board. Inside each ballon is a hint or part of the markscheme to assist the students answer the question. The balloons are differentiated, the green contain minor glues whereas the red contain more detailed support. 

The price of popping the balloons and being rewarded with assistance also comes with a deduction in the marks available for the question. This is to encourage the students to use other resources such as their exercise book, revision guide and each other before seeking teacher support.  The different coloured balloons relate to different marks deducted, green -0.5, orange -1, and red -2. The students have to think strategically and decide whether to pop one or more of each colour, or any, in order to maximise their overall score. There is a limited number of balloons available and the hints inside cannot be shared between groups. This is another consideration for the students whether to pop a balloon early or take the risk of not having any balloons left.