1. Write for 2 minutes about whatever enters your head.
#RiStraining
Do Now!
Write for 2 minutes about whatever enters your head.
Presenter/Speaker
Role/Responsibilities

2. #RiStraining
Personalisation of learning: using scaffolding to help all pupils make progress
Link to Teachers’ Standards:
2. Promote good progress and outcomes by pupils
2.2 Be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these
2.3 Guide pupils to reflect on the progress they have made and their emerging needs
2.4 Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching
5. Adapt teaching to respond to the strengths and needs of all pupils
5.1 Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively
5.4 Have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

3. How do you scaffold for your pupils?
#RiStraining
How do you scaffold for your pupils?
Ask participants to note down 2 ideas of their own. Share with a pair, then their table. Get a participant to scribe some ideas

4. Scaffolding – Agree or Disagree
#RiStraining
Scaffolding – Agree or Disagree
Scaffolding can only take place within and during a lesson
Scaffolding must be provided by the expert adult
Scaffolding should enable pupils to operate with their ZPD
Scaffolding is differentiation
Scaffolding is a safety net

5. Write for 2 minutes about whatever enters your head.
#RiStraining
Do Now!
Write for 2 minutes about whatever enters your head.
Who enjoyed this? Why?
Who found this difficult? Why?
What’s wrong with this as an instruction?
How could it be scaffolded?
Presenter/Speaker
Role/Responsibilities

6. Swap work Marking Criteria
#RiStraining
Swap work
Marking Criteria
Have used more than one way to begin their sentences (eg, used an adverb, verb, preposition etc.)
Have at least two types of sentence lengths (a long and a short)
Have used at least 6 different types of punctuation – correctly!
Have referred to at least 3 of the 5 senses

7. How could this activity have been scaffolded?
#RiStraining
How could this activity have been scaffolded?
Warning: going into teacher-mode!!
Teacher-mode.
Explain Task – broken down
“Before you do that, we’re going to recap prior learning” – starter – In pairs, complete the 5 minute challenge.
Re-visit task – provide an image for stimulus. Show example. Pick out good bits = success criteria.
Model – do one together (generate ideas together – use graphic organiser) [descriptive words I want to use, punctuation to try, statements about the senses, ways to begin sentences]

8. How could this activity have been scaffolded?
#RiStraining
Break down the task – be specific:
- Write for 2 minutes/ write 1 paragraph
- Gothic genre
- Descriptive
Starter – Refresh key terms/points on success criteria [prepositions, adverbs, types of punctuation, the senses etc] – had previously taught key terms
Set up activity – Model [Me, We, You], provide an example
Time to talk
Visual aids – stimulus and graphic organiser

9. Agree success criteria Stretch and support available
Pupil completes task
Re-teach
Agree success criteria
Stretch and support available
#RiStraining

10. Task In a minute, you will get into pairs/groups by subject
Think of a topic/activity within your subject that pupils need breaking down in order to access.
Discuss ways you can break this topic down and scaffold the learning for both lower ability and more advanced learners
Feedback in 7 minutes
#RiStraining

11. How do you scaffold for your pupils?
#RiStraining
How do you scaffold for your pupils?
Ask participants to note down 2 ideas of their own. Share with a pair, then their table. Get a participant to scribe some ideas