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.
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 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%
A suggested sequence for giving individual oral feedback in a planned review as intervention
- Plan feedback which is positive and specific
- Reinforce the value and importance of the pupils’ contribution
- Focus on recent learning objectives and learning outcomes in the context of pupil targets
- Give the pupil(s) time to reflect and respond
- Encourage the pupil(s) to ask questions to clarify their understanding of the progress they have made
- Identify and agree the most important next steps in learning and revise pupil targets if necessary
- Agree immediate and longer-term actions. Clarify when these will be reviewed, by whom, and what evidence will be sought
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:
- Students receive feedback on their work periodically and selectively
- Feedback focused on key priorities [the learning objectives]
- Feedback identifies what they need to do to improve
- Seeking help is an essential part of their learning and leads to useful discussion about ways of learning
- Feedback will require interactivity/action by the pupil
- All feedback needs to be positive and specific.
- Feedback is even better if linked to curriculum targets eg grade requirements.
- Taking the time over constructive comments reaps rewards with student performance.
- Mark less to achieve more!!!
The purposes of target setting:
- To use sources of information, including attainment data, to focus plans on raising standards of pupil attainment.
- To ensure pupils’ prior attainment and achievement is built upon throughout the key stage.
- To identify and focus teaching on areas of underperformance.
- To actively support improved learning outcomes for underachieving groups of pupils.
- The majority of GCSE subjects have pre-published sheets to aid students with their revision, using curricular targets.
- Checklists can be created for all units of work and are helpful in reinforcing grade differences.
- Persistent use of revision booklets reinforces good revision habits in students
- Students need to be encouraged to set, and record, their own curricular targets.
- Students need to be given opportunities to self-assess their own coursework and make any amendments if required.
- It is vital that coursework pieces, once marked, are shared with the students so that they know how to improve on any future pieces