Forum Replies Created
-
Replies
-
We’re currently using station teaching in infant classes for both literacy and numeracy and in first and second we use it for literacy. Guided reading, writing and spellings tend to be the focus at these stations. Based on pre and post testing reading fluency, vocabulary, comprehension and spellings always improve. It’s most beneficial to hear children read and engage in oral discussion post reading
In order for them to be effective, clear and regular communication between the class teacher and SET is essential. This year we hope to have more time to plan and collaborate, as we hope to change our spellings and this will careful planning.
I loved reading about the Parallel teaching model – this has not been implemented in our school to date. We also use the Lead and Support and One observe and one teach model but I haven’t had experience of either to date. I would like to try both in SeptemberSimilarly to you Lisa, we tend to use Station teaching in the infant classes for hands on activities and where the groups need direct instruction and in some cases games/activities modelled for them. Typically we have the class teacher at one station, the SET at another and an independent station. All groups will rotate and get an opportunity to complete each station in the time allocated.
Similarly, in first and second we use the same station teaching model as above where the class teacher teachers spelling, SET works on reading fluency, retell and comprehension using PM readers and an independent writing station.
I would like to try the “Lead and support” model with our middle classes numeracy lessons and the “One teach and One observe” in the infant classes in September.
I also really enjoyed your reflection Lucy. I agree, as teachers we differentiate throughout a given day. Whilst UDL is new I can understand why it’s gaining traction. It is more inclusive and in essence should cater for all all learners.
It will take time for UDL to be rolled out in school for all the reasons you mention above – flexible thinking, more planning and collaboration among staff particularly class teachers and SET, an investment in more resources so that children can express or demonstrate their learning in different ways and just a general shift in thinking. As with anything new, it may be daunting to start if carefully managed and implemented but it is going to have maximum benefit in the longterm.
