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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