Tlc 3 challenge and personalisation v1

What have you used from the last TLC?

TLC 3CHALLENGE AND PERSONALISATIO

N

What is the purpose of a seating

plan?

You should consciously plan:

●WHEN you want your students to collaborate

●HOW they collaborate●WHO they collaborate

with

What methods do we use to seat the students in the

room?

What are the benefits and pitfalls of these methods?

The science of learning tells us that children need

to move around the learning space regularly.

(Transference)

If they don’t, there is a danger that they will only

be able to recall information in that one

location.

1.Challenge and Support Groups

This system offers lots of flexibility in day-to-day

lessons, without any prior preparation.

Divide your equally class into four sections:●UPPER (U)●UPPER MIDDLE (UM)

●LOWER MIDDLE (LM)

●LOWER (L)

HOME TEAMS:Each table is arranged in exactly the same way

UM U

L LM

UM U

L LM

CHALLENGE

SUPP

ORT

UM U

L LM

CHALLENGE

SUPP

ORT

The ‘gap’ between the students is never too wide - the weakest doesn’t work with the strongest

UM U

L LM SUPP

ORT

When you move students to work in different groups, always move

the same seat - this way the pattern and organisation is never

changed

CHALLENGE

AWAY TEAMS:Each table is arranged by similar ability

U U

U U

LM LM

LM LM

2. Organise based on ongoing assessment

With this system, your seating could change

every lesson...

What seating arrangement could we use in the lesson

after this assessment?

3. Organise based on a key skill for your subject

For example:In a science lesson,

students are writing up and evaluating data from an

experiment conducted in a previous lesson

STUDENTS WITH WEAK LITERACY

SKILLS

STUDENTS WHO

STRUGGLE TO

INTERPRET DATA

STUDENTS WHO NEED

ADDITIONAL CHALLENGE

STUDENTS WITH WEAK NUMERACY

SKILLS

Where does the teacher go?

3. Organise in order to allow children to model skills for one another

E.g. Pair a resilient child with a child who gives up easily

4. Organise for specific activities

E.g. Socratic

circle

Large group discussion

Lecture or presentatio

n

Teacher led discussion

ReflectionConsider your confidence/abilities in utilising different teaching

strategies.If we were in challenge seating for which strategies would you be

U/UM and which would you be L/LM?

Is there anyone in your group who can support you in developing your confidence in those strategies?

Can you support anyone else in those strategies?

BEFORE BEFORE BEFORE NOW AFTER AFTER AFTER

THE PAST YESTERDAY TODAY TOMORROW FUTURE

Before Before, After Afterbefore-before/ after-after supports hypothesis; deeper thinking, creative speculation