Working effectively with disadvantaged children
The focus of this week’s Teaching Forum is working effectively with disadvantaged children. I spoke to maths teacher Sam Down – an assistant head with responsibility for raising the achievement of disadvantaged children – about how to go about this successfully.
Sam’s whole-school approach contains three strands: quality feedback; explicit vocabulary instruction; and metacognition and self-regulation strategies.
Quality feedback. Evidence from a range of sources (see the EEF Toolkit, for instance) suggests that feedback is a high-impact, low cost intervention. However, it is important to stress that not all feedback is good feedback. Sam stresses that purposeful feedback should be formative, specific and timely, and that effective feedback policies must be flexible – in other words, the methods of giving and receiving feedback must fit the needs of the subject and the students not the needs of an unbending whole-school policy. It is especially important to think of…
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