1. 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?

2. 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

3. 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

4. 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

5. 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

6. 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?

7. 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?

8. In the WTM …
S&C what’s missing?

9. How confident are you with this bit of kit?

10. K I S

11. Facing forward, left corner

12. Facing forward, straight on

13. Facing forward, right corner