Teacher Appraisal

Times Tables Intervention  Year 7 Team Term 4 2019 During one of our Year 7 team meetings we discussed that many of our learners do not know their basic facts and that this is having an impact on their mathematical progress.  We decided as a team that we would run a ‘short’ basic facts intervention during Term 4. Each Year 7 team member picked a small group of students (most who are achieving below the expected curriculum level) to work on their basic facts with.  Group sizes depended on teacher selection, but it seemed to be between 4-6 children per class. Each teacher gathered some pre-data from their small group, which was a timed basic fact test (1 minute to see how many out of 20 could be done). The teaching took place over a few weeks and then post-data has been gathered.  The post-data is the same timed basic fact test that was done at the beginning of the intervention. Here is the information we gained from the intervention: Engagement:   Most of the c

Guided Reading RTLB Support in Class Over Term 4, an RTLB teacher and I are working together to improve the reading of a small target group in the class. She is also teaching me different strategies and tools that I can then implement next year.  What I have learnt? Modelling books can be very effective and successful if it is prepared beforehand. Use a range of reading within the group e.g. aloud, in head, with a buddy, paragraph by paragraph. Comprehension questions can be written by students on a post-it note or larger sheet of paper and attached to modelling book. The teacher can also write their answers (or the students can) making sure to include their initials. Take notes of students using or not using certain strategies. All of the information in the modelling book can be used for assessment and reports. Sheena Cameron has loads of tools to use that cover the reading strategies. The students can create their own templates and complete tasks. These can then be pho