Cardinal Newman Catholic School
TEEP Newsletter TEACHER TOOLKIT
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Weâ€™re on the road to TEEP Welcome to our first ever TEEP newsletter. Our aim is to publish handy ideas, tips to try out and new approaches that you can incorporate into your lessons and also feedback on good practice in our classrooms. After two days of TEEP training many staff are raring to go with their new lesson plans, others maybe still concerned about how to make this work for them. Which ever one you are be assured that we all set out on this journey together and although the road ahead may have its ups and downs with support and encouragement from one another we can make the TEEP model work for us and our students. Every month The TEEP Newsletter will come out and provide you with information, progress updates and ideas for your lessons. If you wish to add anything please email Liz Gaynon.
Donâ€™t forget there are extra resources and lesson planning tools on frog, so make sure you have a look.
Class Room Ideas Entry Activity Curious Object Place an object linked to the lesson at the front of the room, ask students to write on board/post-it what they think they will be exploring that lesson, you could revisit this later.
Give each group one lesson object cut up into pieces, students have to work together and place them in order then feedback their objective to the class.
Ask students to draw around their hand in their books, in the palm of the hand write the topic they are studying that lesson. The ask them to write one thing they have learnt in each finger.
Cardinal Newman Catholic School
TEEP Newsletter Focus Area Cascade One or more children learn or develop a skill, knowledge or understanding and are then required to "pass this learning on" to one or more children. Paired Tutoring A "one-stage" version of cascade where a "more advanced" child is paired with a "less advanced" child in order to help develop their learning. A Types of group make-up simple way to increase the differentiation into group activities. Ability group (according to the subject, the aspect of the Envoy subject, the topic, the kind of taskâ€Ś) Different groups work on different parts of the same task or on different tasks. At a given sigMixed ability group nal, one from each group (the 'envoy') is sent to another group to report on their group's findings Gender group or mixed gender group or ideas. Groups in which roles are allocated Expert group For any group work task, children can be allocated, or asked to allocate, particular roles to each member. Issues to consider: Carousel / country dance Equal numbers of children sit in an inner and outWhy are the children grouped in a particular way? er circle (A and B), facing each other. Each child What are the advantages and disadvantages of grouping in in one circle speaks to its partner, e.g. sharing new information, expressing ideas or rehearsing different ways according to gender, ability etc.? arguments. At a signal, the children in the other circle take a turn at doing the same while their How do you plan to divide your time between groups? partners listen. Outer and inner wheels can then move clockwise/anti-clockwise and repeat. Are the groups fixed / dynamic? Snowball Children may work individually to start with. If Are the planned groups working effectively? so, at a signal they are paired together and compare notes, collate their findings or negotiate on Is the grouping appropriate to the learning intention and their task in some way. At another signal, pairs the planned activities? join into fours and repeat the exercise. If desired, at another signal, fours join to become eights and How do you prepare for, scaffold and manage group repeat. Jigsaw work? Especially suited to 'body of knowledge' learning. Each child within initial groups of 5 or 6 is given How do you give the class a clear rationale for why you have decided that working in groups is an appropriate way a number or a name. These re-form as groups of children with the same number or name, i.e. as to do the task and for the selection of group members? 'expert groups'. Expert groups are allocated different pieces of research. After this, children reHow do you know if the groups are working effectively? turn to their initial ('home') groups as the experts in their field and are required to report their findings to these groups. Grouping pupils within the class can enable resources to be shared and can foster social development. The fact, however, that pupils are seated in groups does not necessarily mean that they are working as a group. Group work may quickly become counter-productive if you try too many groups or have pupils working on too many different activities or subjects simultaneously.