Do now: Reflect on a sequence of 3-4 lessons you have taught to the same class. How effectively did your lessons fit into the Rothery teaching and learning cycle? What would you change?

WALT… Understand the processes behind a L&T strategy so it can be applied effectively to different contexts Deconstruct a learning and teaching strategy so that it can be applied effectively to different contexts Critically evaluate a L&T strategy to support the design of an effective approach in different contexts

Where do WTMs fit into an effective L&T cycle? 1. Student needs to know CONTENT prior to a WTM. A WTM is focused on PROCESS 2. This stage is best thought of as LIVE modelling. The teacher models using the visualiser. The model is supported using WILF. This should happen prior to a WTM 4. Students work INDEPENDENTLY but with SCAFFOLDED support to apply their understanding of models. WILF are provided or can be co-constructed. This is the point where WTM can be used most effectively 3. Students construct models together and with SCAFFOLDED support from the teacher. DICTOGLOSS works well here. WILF critical. SCAFFOLDING is necessary for an effective WTM

Why use a WTM? True or false? To teach exam content To support with memorisation To teach exam skills To stretch high attainers To provide support for the less able To target specific groups of students False – this needs to happen before a WTM Yes – but of exam skills rather than content Yes – this is a core purpose Maybe – this needs to be planned for Maybe – again, this needs to be planned for Yes – this is when WTMs are most effective

Planning for your WTM Step 1 – book the Field of Dreams if it’s available Step 2 – organise your group (higher, foundation…), lesson time, period 7 Step 3 – identify through formative assessment the gaps in exams you need to fill Step 4 – plan the script for your walking mock taking into account the needs of your group

Which questions are students struggling with? How do you know? Is it exam content? If yes, re-teach before the WTM (step 1 of Rothery) Which skills are missing? What is the best strategy for teaching these skills? Teacher modelling? (step 2 of Rothery) Joint construction? (step 3 of Rothery) Independent construction? (step 4 of Rothery) How much scaffolding do students need?

Do you want students to cover the whole paper? Which questions do you want to zoom in on? How much scaffolding do you want to do? Are there any mantras you can use? Can the exam space support these? How will you use student questioning around content? How much co-construction will you use?

In the WTM … S&C what’s missing?

How confident are you with this bit of kit?

K I S

Facing forward, left corner

Facing forward, straight on

Facing forward, right corner