Transcript Intervention Strategies for borderline students

Intervention Strategies for
borderline students
How to get your D’s into C’s!!
The issues
There are a number of factors that frequently cause
students to lose marks in exams, and for the D/C student
this can mean not achieving the C grade of which they are
capable. These are:Misreading the question and as a result giving an answer
which misses the point;
Failing to tailor the exam answer to the number of marks
available;
Extracting information inaccurately from tables, graphs,
drawings, photographs or other sources in the exam;
Using subject-specific, often technical language
inaccurately or incorrectly
Omitting units for numerical answers
Poor spelling;
Not making best use of time in the exam.
The issues continued…
More generally, the D/C student also exhibits weakness
in exam preparation, such as:
Failing to organise their revision, including failing to
prepare a timetable;
Not being able to prioritise the most important aspects
to revise;
Spending time ‘revising’ while not concentrating;
Lacking a suite of effective revision skills and
techniques;
Having insufficient subject notes to revise from;
Showing uncertainty about how to tackle the exam itself
Objectives
• To know what is meant by intervention and
when it should take place
• To know what form successful written and
oral feedback should take and how it
works as an intervention strategy.
• To know how to utilise target setting to
improve students performance.
When should intervention
take place?
• Intervention should take place throughout
the GCSE course, starting from the first
lesson finishing the lesson before the
exams
Revision
classes
Easter/
Summer
school
Quality
feedback
Information
to
parents
Target
setting
Intervention
strategies
Learning
mentors
Targeted
homework
One-to–one
coaching
Teaching
Exam
technique
In class
support
Oral Feedback
Oral Feedback
Task 1: In groups of 2 or 3 write down as
many advantages of oral feedback that you
can think of.
immediate and context specific
dynamic and adaptable
ongoing
stimulating
personalised
versatile
motivating
Some possible difficulties of oral
feedback
Task 2: In groups of 2 or 3 discuss possible ways of
avoiding these possible difficulties.
Instant responses from the teacher may not always be well considered
Pupils may not act on oral feedback and may not take it seriously. Other pupils may
not listen to it
Unplanned responses can become random and fail to develop pupils’ learning in a
structured way
Pupils may feel exposed by public feedback
Pupils may not have the time needed to reflect on the feedback and
respond to it
Feedback may not be immediately understood
Individuals can dominate question and answer sessions
Fast-paced question and answer sessions may be mistaken for
fast-paced learning
Time for individual feedback is limited
Oral feedback
Task 3: listen to the statements and place the letter
for each statement on the diagram.
Specific
Negative
Positive
Non-specific
Slide 4.1.5
Oral feedback as intervention
Instant, informal reply
Interim review at the end of key episodes
during a lesson to build on learning
Planned review with individual or groups
of pupils focusing on their targets
Handout 4.1.5: shows various types of oral feedback and
the group composition used.
A suggested sequence for giving
individual oral feedback in a planned
review as intervention
1.
Plan feedback which is positive and specific
2.
Reinforce the value and importance of the pupils’ contribution
3.
Focus on recent learning objectives and learning outcomes in the
context of pupil targets
4.
Give the pupil(s) time to reflect and respond
5.
Encourage the pupil(s) to ask questions to clarify their
understanding of the progress they have made
6.
Identify and agree the most important next steps in learning and
revise pupil targets if necessary
7.
Agree immediate and longer-term actions. Clarify when these will be
reviewed, by whom, and what evidence will be sought
Written Feedback
Developing quality written
feedback
•
•
•
•
•
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:
they will receive feedback on their work periodically and
selectively
such feedback will be focused on key priorities [the learning
objectives]
such feedback will identify 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
Slide 4.2.4
Examining the quality of
written feedback
Task 4: Use handout 4.2.1 to examine different written
feedback comments and decide whether it provides
information to the pupil:
A. whether they are on the right track?
B. their limitations and encourage them to
correct work?
C. a way to improve their learning?
D. a way to think through the answers for
themselves?
Summary on Feedback
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!!!
Target Setting
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.
Curricular and Grade
targets
Long term:
GCSE predicted grade
Medium term: End of module target/
project target
Short term: Target generated
from homework or
class work.
Using Targets to improve
performance
It is important that students get regular
updates of their current performance.
Students also need to know how to improve
– the use of grade ladders and curricular
targets is vital here.
Students need to be able to log
improvement and keep a record of their
progress.
See handouts for suggestions
and examples
Final Hints and tips using target
setting
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.
Summary of intervention
strategies
Intervention needs to be constant
throughout Key Stage 4
Oral and written feedback are two of the
most successful intervention methods
Target setting is crucial in making
students aware of their progress and the
next steps that they need to take to move
up a grade.