Clarity of Instruction – Natalie Parker

What is clarity of instruction? Using specific, concrete, sequential and observable directions
to tell students what to do. Not focusing on what not to do. This means that generic or
vague instructions are counterproductive to your teaching. Asking students to do things
should leave no room for questions and non-compliance.

Non-example: “don’t get distracted”  “the task is in front of you, you will need a pen in
your hand and need to be writing down your answer”

“I’d like to get started please class”  “3,2,1 silence, eyes on me. Today we will…”

Brighten lines: making start and end of tasks very clear so the students have clarity over
what they have to be doing. Give clear timings and reminders over time left in activity/task.

Principles of curriculum design and Future Way Part 1: Learning Sequence (Dr Ollie
Wimborne)

Overarching objectives that can be broken down by term, week and lesson. Content labelled
as core is vital for the curriculum and must be delivered in a sequence. Curriculum should be
coherent and cumulative so the knowledge at the beginning is taught right and can be built
up over time. If initial learning is solid then links can be made in arrears to bring curriculum
together.

Sequence of Learning: Recap  Teach  Condense  Apply  Review

This is a key backbone of what our teaching should look like. Trying to adhere to this for our
lessons and lesson plans will give us structure and allow us to confidently plan our lessons.

Least Invasive intervention 1 (Bianca Modeste)

Least Invasive intervention 2 (Bianca Modeste)

Using non-verbal gestures to signal to students that their behaviour needs to adjust.
Examples: putting finger up to mouth to signal silence; standing near student and tapping
desk to alter their behaviour etc.

Sometimes it is not necessary to alert the whole class to a single student’s behaviour so
being less invasive in intervening will keep the class on track and the student in check. Some
students also struggle with verbal cues so using clear physical signals can be very beneficial
and effective.
Positive Classroom Culture (Natalie Parker)

Praise strengths  probe development areas  set precise actions  plan based on
actions  practice based on plan

3 golden rules of classroom culture:

Embedded routines, Use Non-Invasive Behaviour Management, Praise and Positivity

Use positive tone of voice, make corrections positively

Give precise praise so the students know exactly what they did that was correct.

Teacher Persona (Nathan Baldock)

Make yourself seen, embed routines such as: 3,2,1 eyes on me.

Be seen checking

Stare/glare to show that you are looking

Need to be clear, concise and direct when speaking so as not to overload or confuse
students. Check students understand instructions: can cold call students

Welcome to the SCITT Programme and Vision for Training (SCITT Team)

95% employment rate last year

Feedback is given in a structured and positive way. “quick fixes” and weekly targets to
support us with overarching targets and objectives to work towards.

Sussex University PGCE Session (Lucy Harknett)

Professional practice : 15 credits

APK : 30 credits

Reflection on professional knowledge : 30 credits

Professional practice 2 : 15 credits