Enabling more able pupils to Achieve their full potential - Iram Fazal

According to the Chief Inspector of Ofsted, too many More Able pupils are underperforming in non-selective state secondary schools. Many achieve well when compared with average standards but fail to reach their full potential, (Ofsted, 2013: 4).  The term ‘More Able’ is used to describe pupils who demonstrate exceptional performance or the potential for excellence, a special ability, or who work at a standard well above their peers. 

The national support programme by the Department for Education (“DfE”) was closed in 2010.  The DfE states, that the introduction of Grade 9 at GCSE and Progress 8 as an accountability measure, allows schools to be held to account for how well they support “More Able” students. The DfE says Pupil Premium funds allow schools to provide support to highly able students, including those from disadvantaged backgrounds (DfE Report, 2020).

This research blog will now examine the role of the teachers and the challenges faced in ‘Enabling More Able pupils to achieve their full potential”.

Identifying More Able pupils 

More Able pupils are not a uniform group, in their learning style, creativity, rate of development, persona or behaviour; many definitions of More Able pupils exist. Most refer to the precocity of a child’s intelligence, creativity, talent or high marks in school subjects (Hany, 1997).

Ofsted was critical of a lack of support given to “More Able” pupils and called upon schools to improve their curriculums, the transition between primary and secondary school, and their work with families to support aspiration (Loft & Danechi, 2020).  

Recent thematic research by Ofsted described the ‘More Able pupils’ as those who were starting secondary school in Year 7 having attained Level 5 or above in English (reading and writing) and/or; Mathematics at the end of Key Stage 2 (Ofsted, 2018).  

Providing appropriate opportunities to more able pupils

Various methods can be implemented in schools to provide sufficient and appropriate support to More Able pupils in and outside of the classroom. These may include, (NACE, 2017) but are not limited to: 

Accelerated learning - Increasing the pace of learning, for example, where pupils could cover key stage 3 curriculum in 1 year rather than 2 years, take earlier examinations, or move into older age groups for certain subjects.

• Assessment for learning - Regular continuous formative assessment to improve understanding and quality of pupils’ work in class, or as homework.
• Differentiation - To design and adapt tasks, set objectives, to provide resource support and assessment depending on the pupil’s needs and ability.
• Extended learning - To design tasks that are challenging, thought-provoking and more complex, and involve greater subject knowledge, for example; approaches that prioritise high-level reasoning, problem-solving and critical thinking. 
• Enriched learning - Attending extra-curricular clubs, e.g., STEM clubs or masterclasses that are specifically designed to involve additional and qualitatively different learning with greater challenges and complexity (NACE, 2017).

Support for More Able pupils

Pastoral Support

Research has found that More Able adults are emotionally stronger, suffer from less anxiety, are more motivated, and are more productive. However, as children, the continual high expectations of parents and teachers can result in these children suffering from stress. This can be exacerbated by fear of failure and disappointment of teachers and parents when achievement varies as it does in everyone. More Able pupils may also have family problems to contend with and be the focus of negative attention from less able pupils. (Freeman, 1993).  

Pastoral Support is crucial to ensuring the physical and emotional welfare of More Able pupils, as it is with all children, however, it can sometimes be assumed that their needs are not as great as less able pupils when they face challenges unique to this particular group that need support.

Teaching Support

More Able pupils utilise learning strategies more frequently and effectively than their peers and are less reliant on teachers to regulate their learning (Span, 1995). Child-initiated learning, peer tutoring, and guided dialogue techniques have been successful when use with deprived bright children (Ari & Rich, 1992). Promoting curiosity, persistence, and confidence that includes planning, monitoring and evaluation of learning strategies can be effective.  

Leadership also has a crucial role to play in identifying, planning and supporting teachers who may struggle to adapt their teaching style to the needs of more able pupils, or do not understand the techniques that work with this group. Effective communication by leaders is essential as is meeting the needs of teachers when new policies such as this are implemented.

Parent Support 

Parents play an important role in supporting their children in reaching their full potential.  It is found that parents often have strong personal, cultural or religious views on what their child should study, this can limit a child's learning and future life opportunities, especially when based on gender. When introducing new policies leadership must be sensitive and respectful of parents' views while possessing the communication skills to tactfully persuade and convince parents of what is in a child's best interest.

Parents can use gentle encouragement, show curiosity and discuss their children’s interests with them.  There are many other ways that parents can encourage and support their children depending on their age and needs, this includes and is not limited to:

• Language skills - Reading with children or to them as frequently as possible, playing word games, puzzles, crosswords, card games and board games to enhance their vocabulary, comprehension, visualization skills and development of their imagination.
• Encouraging Discussion - Parents should encourage children to talk about the events of their day as well as their own and to discuss news events locally and around the world. This increases their knowledge and develops their debating skills, promoting independent critical thinking. This helps develop: 
• Self-efficacy: confidence in their mastering of skills that allow them to function effectively in different situations.
• Self-esteem: respect for themselves with a positive attitude to challenges.
• Extra-curricular activities - Parents can encourage children to take part regularly in sports, debating and drama in and outside of school, attending sporting events, visiting the theatre, visiting museums and visiting exhibitions.  A broad experience of such activities aids the development of personal skills, increases knowledge and promotes informed life choices for the future. 
• Social and emotional skills/needs - Parents should be aware of their children’s social and emotional needs, all children have strengths, abilities and weaknesses.  Children need praise and encouragement which helps develop confidence and self-esteem. (NACE 2017).

Conclusion

Every child deserves the opportunity to reach their full potential. While schools generally make good provisions for the less able and majority of other pupils, the needs of More Able pupils are often neglected.

Teachers and schools need to better identify the spectrum of what constitutes More Able pupils and recognise that they are not a homogeneous group in their learning styles, rate of development, behaviour etc.  Schools, Teachers and Parents have a role to play in ensuring More Able pupils are provided with the opportunities to achieve their full potential through accelerated learning, differentiated learning, extended learning, enriched learning etc. 

References

1. Arnot et al, “Recent research on gender and educational performance”, 1998.
2. Ari, B.A. & Rich, Y. (1992), 'Meeting the educational needs of all students in the heterogeneous class', in P.S. Klein and A. J. Tannenbaum (Eds.) To Be Young and Gifted. New Jersey: Ablex.
3. Hany, E. A. (1997) ‘Modelling Teachers' Judgements of Giftedness: a Methodological Inquiry of Judgement Bias’, High Ability Studies, 8, 157-176.
4. Hedges, L. V., & Nowell, A. (1995). Sex differences in mental test scores, variability, and numbers of high-scoring individuals. Science, 269(5220), 41-45. https://doi.org/10.1126/science.7604277
5. https://researchbriefings.files.parliament.uk/documents/CBP-9065/CBP-9065.pdf [Accessed: 15 February 2022]
6. Hilary Lowe NACE June 2017 - https://copnorprimary.co.uk/uploads/more%20able/NACE_Essentials_4_Informed_Parent_Carer_Final_Colour.pdf ([Accessed: 15 February 2022]
7. https://books.google.co.uk/books?hl=en&lr=&id=jRuHToIV55UC&oi=fnd&pg=PP2&dq=more+able+gifted+pupils&ots=MWeGuUuF4y&sig=iCPR9sHgnT5QwnuJjNiPTr1FFxQ#v=onepage&q&f=false [Accessed: 17 February 2022]
8. Ofsted (2013) The most able students, www.ofsted.gov.uk/resources/130118 [Accessed: 17 February 2022]
9. Ofsted Reporting of Provision for the Most Able pupils, R. Howell and H. Ramsden June 2018 and 2019, www.potentialplusuk.com [Accessed: 6 July 2022]
10. Phillip Loft, Shadi Danechi Support for more able and talented children in schools 2 December 2020 CBE-9065
11. Span, P. (1995). Self-regulated learning by talented children. In J. Freeman, P. Span & H. Wagner (Eds.), Actualizing talent (pp. 72–86). London: Cassell
12. Teaching the gifted and talented, Professor Joan Freeman, http://www.joanfreeman.com

PEPPA in Action - What does high quality teaching look like in action? Ian Stonnell

Our PEPPA teaching and learning model is coming up to its 2nd birthday. You can read the original blog piece launching it here. Recently we have released the PEPPA in action summary guidance - a quick read to remind us all of the excellent pedagogical practices and systems we have at Denbigh that help us deliver the impactful lessons that support our students to 'know more, remember more, do more!' . 

Click on the image to see a live version of the guidance with hyperlinks to resources.

What does great teaching and learning look like in action?

PLANNING - We ensure:

• our lesson follows the curriculum plan;

• our lesson has clear learning objectives and we are sure of the knowledge and skills we intend our students to acquire or rehearse - limiting cognitive overload;

• adaptations for students are made based on knowing our students including SEND; giving appropriate stretch and challenge.

• knowledge from previous learning and assessment is used to adapt out planning;

• our lesson tasks are logically sequenced to ensure longer term memory and recall;

• other staff supporting the lesson are informed and prepared for the lesson;

ENGAGEMENT - We ensure:

• clear entry routines are planned and followed - meet and greet; distribution of books; do now activities ready on board etc.
• behaviour for learning strategies are used effectively to maximise attention such as SLANT and steps to success; and learning modes.
• seating plans are implemented;
• prior knowledge is engaged; and students are made aware of ‘Why this? Why now?’.

PEDAGOGY - We ensure:

• clear explanations and models are used to communicate knowledge and skills;
• scaffolds are given when required;
• when reading we use effective strategies to ensure students ‘read to learn’;
• students are given opportunities to practice and rehearse new knowledge and skills;
• we use technology effectively to enhance teaching and learning including the setting of homework. 

PROGRESS - We ensure:

• questioning and feedback strategies are being used routinely to check the progress of all learners giving opportunities to provide feedback and be adaptive in our teaching (AFL); 
• we move throughout the classroom when students are engaged in practice to assess progress and provide support;
• students are given opportunities to demonstrate mastery of learning through written work or oracy.

Many of the great pedagogical stragies are outlined in your walkthrus book.

No doubt that our the PEPPA in action guidance will evolve as we learn more from educational research and new or rediscovered pedagogical strategies come to light - we are always looking to improve. Nevertheless, as a basis, these core priciples form a narrative for our philosphy of teaching and learning at Denbigh that we aspire to deliver for all. 

How to deploy teaching assistants effectively to achieve excellent outcome for SEN pupils - Iram Fazal

Introduction

The Special educational needs and disability code of practice in England (DfE, 2015) emphasises that accountability for the progress of all pupils’ rests with the teacher.  According to the code, a teaching assistant (TA) should be considered to be part of the support for pupils with SEND and EHCP, but they should never replace the teacher.

According to the Department of Education (DfE, 2018), 28% of the overall state-funded school workforce is teaching assistants.  DfE commissioned exploratory quantitative research to understand how schools utilise the TAs both inside and outside the classrooms (DfE 2019).  The research found that in British primary and secondary schools, teaching assistants (TAs) are deployed to supplement teachers (not replace), which can have a positive impact on pupils’ engagement, attainments and achievements. 

There are various ways TAs can be deployed in and outside classrooms depending on the need of a particular class and pupils.   According to DfE research, it was found that there were three main models in which TAs were deployed in classrooms; Whole class TAs, In class-targeted TAs and Withdrawal intervention delivery (DfE 2019).  

• Whole Class TAs Model - From the research, it was found that this was the most common way primary schools deployed TAs whereas secondary schools did not use this model at all.   Primary schools reported that this model was used to provide an extra adult in the classroom to provide support to meet a range of needs and abilities for a group of young pupils.
• In-Class targeted TAs Model - This model of TA deployment was the most commonly reported specific mode to support SEND, EHCP, EAL and LAC (looked-after children) pupils by secondary schools.   This model was used to provide further support such as differentiation, behaviour management and anxiety issues.
• Withdrawal Intervention Delivery Model - Schools reported deploying TAs to withdraw pupils for intervention delivery for identified needs.  TAs were allocated to pupils with EHCP, SEND, EAL and LAC plans in addition to class-taught lessons, such as lunchtime or tutor time for numeracy, literacy or social-emotional and mental health (SMHE). 

The report stated that most schools used the TA workforce flexibly across different models and roles. TAs were also used for target-setting, resource preparation, SENCO support as well as evidence-gathering for plan deployment.  Schools also reported utilizing TAs for after-school clubs, lunchtime homework support and lesson cover.

Challenges and advantages of TAs in and outside Classrooms

The research reported various perceived advantages of TA deployment in and outside classrooms. These included greater pupil progress, attainment, independence and social skills.  Whole school benefits of TA deployment also included preparation, covering absences, assessment time, and indoor and outdoor activities and was thought to be a cost-effective staffing resource.

There were also challenges reported that included funding constraints, low level of TA pay and lack of consistent training and career development.  Parents also expected that TAs should work specifically with their children rather than being deployed across a group of pupils (DfE 2019).

How to deploy TAs effectively in-class targeted Model

TAs can provide invaluable and cost-effective in-class targeted support to facilitate many functions;

• To provide individual pupil support with SEND with barriers to learning.

• To provide support to EHCP pupils with ASD and ADHD, such as cognitive and learning, language and communication, emotional and mental health, and visual and hearing impairment.

• To provide support for a cohort of EAL or LAC pupils with barriers to learning.

• Specific classes where a high level of needs is identified.

• Subject-based TA allocation – to support different pupils across a specific subject.

The main outcome for in-class targeted support was not to shadow or be stuck with an individual pupil but foster independence and confidence in pupils so they can work independently.  TAs should ‘float’ in the class and check back with the individual pupil or with a group of pupils to avoid dependency.  

Additional support can include;

• Supporting mobility where pupils required it.

• To provide and adapt assisted technology (accelerated reading) and resources.

• Managing anxiety and behaviour.

• Providing medical and personal care such as administering medication to pupils with diabetes.

Out-of-class targeted interventions

The majority of TAs in secondary schools have targeted intervention roles, this includes providing input for specific pupils such as at lunchtime or withdrawing pupils from a lesson.  These interventions can be with EHCP, SEN, LAC, EAL and SEMH pupils.  These interventions were designed to lessen the attainment gap.   

There were several ways this intervention can take place, this includes and not limited to the;

• Support with literacy and numeracy

• Accelerated reading, read write Inc, first for maths and precision teaching

• Helping pupils with organization and preparation

• Study skills

• Homework clubs

• Exam revision

• Extra-curricular clubs

The above interventions are dependent on pupil cohort and resources available or provided.  These interventions are targeted for small groups or individual pupils out of lessons in small rooms.  Schools usually try to vary the lessons pupils are taken out from to avoid a substantial impact on their specific subject learning.  Pupils can also be taken out of specific subject lessons in which they struggle the most to give them extra support for that particular subject, e.g. EAL pupils receive an intensive period of teaching English.

Training for TAs

Many schools have continuous TA training as well as professional TA training to enhance TA skills and pay such as high-level TA (HLTA) which can be provided externally or in-school.  These training sessions can include;

• Teaching support – TAs are trained as they join schools and take part in whole-school training

• SEND – TAs are trained on specific SEND requirements and strategies

• Specific interventions and programme training

TAs in Classrooms (strategies to encourage and avoid)

TAs should not be made solely responsible for a particular pupil as research found that pupils who received the most support from TA made the least progress as compared to similar needs pupils with little or no support.  The research suggests that TAs are more concerned about task completion as compared to pupils’ developing understanding.  Working with specific pupils regularly could result in a dependency effect (EEF report). 

According to Education Endowment Foundation the following strategies should be encouraged and avoided while deploying TAs in a school setting;

Avoid	Encourage
Prioritising task completion	Pupils to be comfortable taking risks with their      learning
Not allowing pupils enough thinking and response time	Providing the right amount of support at the right    time
Repeating the teacher’s instructions verbatim	Pupils retaining responsibility for their learning
Using lots of closed questions	Use of open-ended questions
Over-prompting and spoon-feeding	Giving the least amount of help first to support    pupil’s ownership of the task

Instead, EEF has suggested the following model for TAs to scaffold pupils’ learning;

• Self-scaffolding -TAs should observe and give pupils time for processing and thinking.
• Prompting -TAs to provide prompts and encourage pupils to think and work independently 
• Clueing -TAs provide small clues with key information for pupils to recall knowledge and apply it for problem-solving.
• Modeling  - If a new strategy is being used, pupils may struggle, TAs can model so pupils can watch and listen and then use it to solve the problem, (self-scaffolding).
• Correcting - Correcting should not be used regularly; TA should encourage pupils to apply new skills or knowledge first.  

TAs can use simple prompts such as ‘now, next, then board’ to encourage pupils to work independently with tasks handed by the teachers.  On completing the task, TAs can help with correcting and addressing misconceptions (Twinkl 2022).

Conclusion

From the research, it can be concluded that TAs should be used as a fully prepared resource in a classroom to help pupils develop independent learning skills, deliver high-quality individual and group support and deploy as part of out-of-class intervention for a specific group of pupils.  The TAs should not be deployed to a specific pupil to avoid dependency, focus should be on progressing rather than task completion.  TAs should not be used as informal teachers or to replace a teacher but add value to teachers.

This research article outlined the views and outcomes from certain schools. More research is required with interviews with broad numbers of TAs and teachers to determine if the ways schools deploy TAs translate into classroom practice and are effective.

References and further reading:

Department for Education [DfE] (2019), Accessed 21/2/22, 

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/812507/Deployment_of_teaching_assistants_report.pdf

1. Department for Education [DfE] (2015) Special educational needs and disability code of practice: 0 to 25 years. Accessed 21/2/22

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

2.  https://www.bera.ac.uk/blog/effectively-deploying-teaching-assistants-to-support-pupils-with-special-educational-needs-and-or-disabilities-send, Jonathan Glazzard (2018), accessed 21/2/22

3. https://www.twinkl.co.uk/blog/deploying-teaching-assistants-effectively-how-to-achieve-the-best-outcomes-for-pupils-with-send Hannah Lawrence Twinkl, Accessed 21/2/22

4. https://educationendowmentfoundation.org.uk/public/files/Publications/Teaching_Assistants/TA_Guidance_Report_MakingBestUseOfTeachingAssistants-Printable.pdf 

5. Making Best Use of Teaching Assistants Guidance Report – March 2015

How do we ensure equality of opportunity for pupils with English as an additional language (EAL) so that all pupils make progress and achieve? Iram Fazal

Importance of inclusion 

As British schools have become more multicultural over the years, teachers have to face the challenge of overcoming the language barriers for the EAL (English as an Additional Language) pupils. Each child brings a unique contribution to the classroom and inclusive education needs to respond to more diversity. The children’s rights alliance article 28 states that “All children, no matter what their ability, interests or background, have a right to an education that will help them achieve their potential without discrimination” (CRAE, 2014: 66). EAL pupils are protected by law under Race which is a ‘protected characteristic’. The Equality Act (2010) states, schools must not discriminate against any pupils, in the way they provide education, afford access to facility/service and must not subject them to any other detriment. EAL pupils are not a homogeneous group; therefore, schools need to be aware that each pupil and group has different needs according to their language proficiency (NALDIC, 2012). According to DfE (2016), from autumn 2016, schools are required to categorise their EAL pupils using the categories of A (new to English), B (early acquisition), C (developing competency), D (competent), E (fluent) and N (not yet assessed). As each EAL pupil is at a different level of understanding of the English language, this task becomes more challenging for teachers as for how to cater for each EAL pupil without disadvantaging other pupils. This essay will now examine EAL as a whole-school educational issue with possible solutions. 

English as an additional language 

According to Ofsted (2015), ‘English as an additional language (EAL) refers to learners whose first language is not English’. The understanding and fluency of English for each pupil might have a different level and different social, cultural and economic background. They may have acquired other languages prior to or at the same time as acquiring English language (NALDIC, 1999). An additional language could be a necessity for learners since arriving in Britain. For example, at my previous school, a Bulgarian pupil has learnt Romanian within 2 months of arriving in the UK because the pupils she associates with are mostly Romanian. However, this pupil may not use Romanian outside school or in her community. EAL pupils face a range of difficulties: they have to acquire a new language before they can access the school curriculum or socialise. The burden of responsibility lies with schools on how to adopt appropriate strategies which are designed for each EAL pupil’s needs. In some schools in England, the number of EAL pupils has risen considerably, 20% of the UK school population is EAL resulting in the requirement for a change in pedagogy. EAL pupils in English schools have doubled from 7.6% in 1997 to 16.2% in 2013 (Strand et al, 2015: 5). This example demonstrates that pupils not only have to learn a new language; they also have to become accustomed to mainstream English schools. Schools must take this into account when assessing new EAL arrivals and when planning provision for those pupils. Second language acquisition stages can be explained by Cummins models. In his early work, Cummins (1979, 1981, 1984) has demonstrated the second language proficiency through BICS (Basic Interpersonal Communicative Skills) and CALP (Cognitive Academic Language Proficiency). According to Cummins, “BICS describes the development of conversational fluency in the second language whereas CALP describes the use of language in decontextualised academic situations” (NALDIC, 2011). 

Cummins BICS and CALP (1976 - Present) 

Cummins who introduced the Iceberg Model; suggested “that learners first develop conversational skills in face-to-face contextualised situations and then further develop language for academic success. BICS is described as surface fluency for simple conversations, it relies on visual and non-verbal support i.e., body language, facial expressions and is not cognitively challenging. BICS is used by the learner in social and communicative context” (Cummins, 1979). BICS can take up to two years for EAL pupils from the date of arrival at schools. CALP is used in context reduced academic situations, no diagram or visual support is required. CALP is a cognitively demanding stage and is needed for expressing higher-order thinking, i.e., analysis, synthesis and evaluate (Bloom’s Taxonomy, 1956) in both oral and written modes, concepts and ideas that are relevant to success in academics. Based on these studies, the majority of schools today plan and design their ‘intervention classes’ for the inclusion of EAL pupils and decide the time frame for that support accordingly. In my present school, 92% of pupils are termed as EAL. There are interventions in place for the new arrival (EAL pupils) to the school. 

Acquisition of Second language: A Conceptual Model 

Many studies have been carried out on how EAL pupils acquire proficiency in a second language while learning how to access the academic curriculum in their new country. One study widely used and recognised is Collier’s conceptual model, also referred to as ‘the prism model’ as it is multifaceted. The model has four major components: sociocultural processes, linguistics, academic and cognitive processes (Collier, 1995). At the centre of this prism, Collier placed the sociocultural processes, in other words, what an EAL pupil experiences at school and home including their interaction with non-EAL and EAL communities and cultures. The progress of these pupils depends on the positive and negative interaction experiences at school and in their social settings. The second facet of Collier model is the linguistic process that contains subconscious aspects of language development. Collier states that it is an innate human ability for oral and written acquisition of a language system (Collier 1995). The learner must have a high cognitive level in their first language (oral and written) through their primary school education to achieve an academic success in the second language. The third element of Collier’s model is an academic development which consists of all school work in different subjects. As pupils progress, the academic work becomes increasingly cognitively challenging because of the complex language domains. According to Collier, “all subject lessons (science, maths etc.) must take place side by side with linguistic development lessons so that conceptual transfer can be done across both languages” (Collier, 1995). In my previous and also present school, EAL pupils have ‘intervention classes’ whereby they are only taken out of the non-core subject i.e. Humanities, to provide second language lessons (English reading/writing) to ensure their progress in core subjects. This method allows EAL pupils to be able to interact with their peers and teacher in mainstream classes. The fourth and final element is called the cognitive development. Collier states that it has been mostly neglected and ignored in the 1970’s (Collier, 1995: 3). Cline and Frederickson (1996) suggested that cognitive abilities and context are interlinked as I witnessed in a year 9 end of the topic test in biology. An EAL pupil (Italian) who had a BICS level of second language comprehension could not attempt any question as she was unable to understand certain words in the questions without any visual or contextualised aid. Moreover, Collier (1995) pointed out that the first language was ignored earlier, therefore leaving pupils cognitively unchallenged in their first language. 

Issues affecting EAL pupils in schools 

The issues and challenges faced by EAL pupils are vast depending on their level and comprehension of second language. Each pupil will have a different level of English: it is a school’s responsibility to ensure pupils are given appropriate second language support. Pupils are assessed by the school on their knowledge and understanding of English and given the support they need for inclusion. In my present school, pupils are assessed on their arrival so that they can be placed in the appropriate intervention classes. According to MESH, “EAL learners face a triple challenge in their learning”, they have to learn conversational and academic English, they must comprehend the curriculum and finally they must integrate into their newly acquired school and social culture (MESH, 2015). In my previous school, a year 8 pupil (despite intervention classes), was completely mute at all times, the EAL support stated that it is due to the emotional trauma the pupil has suffered leaving her home, pet and friends behind. The pupil was placed on pastoral support to help her overcome traumatic experiences. The EAL pupils also have to familiarise themselves with the different education system from that of their native country, where everything from curriculum to teaching method to classroom routine could be completely alien to them (Cameron et al, 1996: 230, Mackey & Polio, 2009). The layout of the classroom, pupil seating plan, notebooks/textbooks and ways of entering/leaving classroom can be completely new to them. This can be confusing for pupils as they have to become accustomed to a new system of education in a foreign language. The objectives set out by teachers must be made easier and clearer for EAL pupils through differentiation (TS 5.4) and must provide them e.g., with keywords, visual aids, and diagrams to keep them motivated and engaged throughout the lesson to ensure equality and inclusion. 

Inclusion of EAL pupils to ensure equality and progress 

To ensure EAL pupils progress, schools and teachers must address these issues that hinder EAL pupils’ inclusion in mainstream classes. The issues have to be recognised in theory and then solutions must be implemented in practice for pupils’ successful integration. To measure and record progress, schools use various tools and approaches in the acquisition of second language but use similar procedures for all newly arrived EAL pupils. In my previous and present school, when EAL pupils arrive, they are assessed based on data received from their previous schools and are given a baseline test that is planned and design by qualified EAL support. Assessments are carried out every six months and depending on the results pupils may move up a level. EAL pupils also sit CAT test (cognitive abilities test) to assess their verbal, non-verbal and quantitative (thinking with numbers) abilities. In my present school, EAL pupils of year 7 and 8s are then given 5 hours per week for speaking and listening classes and one grammar lesson as part of their integration programme. Pupils are given a login for online programmes like Lexia and flash academy for reading, comprehension and phonics. This intervention continues until pupils’ requirements are met and they are proficient in their second language. Pupils in year 9-11 are not taken out of the lesson and are encouraged to continue with their language development in the lesson. Pupils are also given EAL pack on arrival; this includes dictionaries, literacy, reading and comprehension books. There are online programmes and apps available to support teachers in my present school, for example; Widget online, Bell foundation, Twinkel and simplified books. 

Conclusion 

EAL pupils face a number of challenges on arrival at their new school including second language acquisition, new school environment, completely different curriculum and a new culture. The majority of schools have procedures in place to combat the challenges and make integration possible for EAL pupils. These procedures are well designed and thought out to ensure EAL pupils’ progression and academic achievement, however, there are still limitations, e.g., many schools only have a 2 years provision programme for EAL pupils due to limited funding, then intervention classes cease. Schools using separate classes must ensure that integration is done quickly and smoothly. Schools should know that as second language acquisition progresses (CALP) in EAL pupils their cognitive abilities develop in parallel. It is also important that schools adopt a structured and systematic approach suggested by Collier, to progressive learning objectives and assessments; Bloom’s Taxonomy provides for these aims and a means of challenging pupils. From my research and experience, despite limited government funding, it is evident that schools strive to ensure equality of opportunity and that EAL pupils are integrated and given the best start possible in their education

Iram Fazal

Recommended Reading - Cold Calling

Take a look at this blog from Inner Drive 'Does cold calling help shy girls learn?' 

The blog delves into some of the research into cold calling and the impact is has on learners as well as a fine summary of how to implement the stratedy without any lethal mutation!

Austin's Butterfly - The power of feedback and practice - Ian Stonnell

Are you aware of the story of Austin's butterfly? If you are not you should spend 5 minutes taking a look at this video featuring Ron Berger and his feedback method to support student progress. 

Right, now you have watched it, have a think - what strategies helped Austin improve? I see two significant ones (I know there are more) - firstly the feedback that is given from peers and secondly, the opportunity to act upon it multiple times (practice). Through these two strategies Austin, it could be argued, is attaining mastery at this particularly skill - drawing a butterfly.

Now reflect, how often do we give students regular feedback and then give them the immediate opportunity to act upon it? I would argue, in the way that Austin has recieved it, not very. This video is daunting isn't it? The practicalities of every day secondary school teaching make it nigh on impossible to give every student in our classes the kind of intesive experiece that Austin has recieved. 

Consider:

• How often do we ask students to complete a complex task (e.g. draw a butterfly, write an essay, make a translation, verbally explain a challenging concept or idea, complete a complex mathematical problem).
• When we ask students to perform these tasks, how quickly do students recieve feedback?
• When students recieve feedback, how soon, if at all, do students get the opportunity to act upon the feedback, practice and improve?

No doubt we may all feel that sometimes the frequency of feedback we give and the opportunity we give to students to practice may sometimes be limited. If this is the case how can we integrate a culture of feedback and student response to it in the classroom that mirrors the principles of Austin's butterfly? 

Marginal Gains Pedagogy

Well one way (amongst many) is to look at our marginal gains pedagogy of questioning and feedback that we have been focussing on as a school and realise how powerful it can be.

A simple way to apply the principles of Austin's butterfly.

Consider, in a 'think, pair, share' activity students in the think stage, can recall and practice a skill or piece of knowledge; in the pair stage they can recieve feedback from a peer immediately based on their response (verbal or written). Finally, through the share stage, coupled with cold calling questioning (to ensure all students are held to account), a student's verbal answer can then be given immediate feedback from the teacher. Then by moving on to 'say it again better' the student can have the chance to practice and improve (as could the whole class). Is this not Austin's buterfly in action? I would argue it is.

Further reading:

• Adam Porter - Did Austin actually learn anything? An interesting take on the use of feedback.
• David Didau - The feedback Continuum: Why reducing feedback helps student learn. - A good blog cosidering how much feedback we should give and when.

The use of interleaving to enhance pupils progress in science - Iram Fazal

The use of effective learning techniques is required in classrooms to improve the educational outcome of pupils. There are various techniques already deployed to enhance pupils learning. Interleaving is one technique that has been shown to considerably enhance long-term memory, the retention of information, leading to improved academic outcome for students. As the name suggests, it involves that mixing of different topics or practice to aid learning. It is believed that interleaving works by leveraging several cognitive mechanisms used by the brain in forming long-term memory.

According to Abbott, “college pupils who did ‘practice tests’ acquired higher grades in their exams” (Abbott, 1909). The correct retrieval of an answer from memory can have a direct effect on the memory, i.e. “Enhances retention by triggering elaborate retrieval processes” (Carpenter 2009: 768)   Moreover, a failure to answer correctly indicates that a pupil needs to practice the answers (Dunlosky, 2013: 3).  Roedger and Butler state that “The retrieval of information from memory through practice tests produces better retention than restudying the same information for an equivalent amount of time and has been termed the ‘testing effect’” (Roediger and Butler, 2011: 20). Walters & Kandel showed that long-term memories are formed through the repeated stimulus of an existing pathway in the brain causing additional connections between brain cells by newly formed proteins (Walters & Kandel, 1982). 

In contrast to the current practice of “blocking” adopted by schools, where a single topic or skill is practised at a time before moving on to the next (Dunlosky et al 2013: 40, Tylor & Rohrer, 2010).  In my research, the interleaving technique was used, which is based on Eric Kandel’s discoveries from experiments on the neurons of Sea Slugs, and has yielded impressive results. The technique involves mixing or “interleaving” practice sessions covering a number of topics or skills.  “Interleaving ensures that practise of any particular skill is distributed or spaced and is not consecutive” (Taylor and Rohrer, 2010).   Instead of practice topics following the format “aabbccdd”, a mixed practice format such as “abcdcadbdcba” is followed, e.g., mixed up homework questions on “Food and nutrition”, “Combustion” and “Metals and their uses”. The way long-term memory forms and the success of interleaving have important implications for teaching; research suggests pupils will retain more of what they learn in their long-term memory, improving their success in examinations.

Who knew research into sea slugs would translate into classroom practice!?

In my study, I introduced interleaved practice quizzes and 6 mark questions with a high ability year 8 group. The study was carried out in the spring term over 6 weeks, one lesson per week for quizzes from the previous topics.

Another study was completed in the summer term over 6 weeks, one lesson per week for 6-mark questions from the previous topics.  While pupils are of high ability with good knowledge of the topics being taught, they tend to score low marks in 6-mark questions at the end of unit tests and exams. 

At the end of both trials, the data was collected; a survey was carried out to evaluate the study and techniques used in this experiment. 

6 mark question sample

The results showed that interleaving practice had a positive effect on pupils’ learning (as prevous research has suggestd). Student scores showed an improvement in recall and the survey and interviews with puplis showed that 97% of pupils thought the interleaving technique was effective and allowed them to revise topics and remember more information by the time they sat their end of year exams. 77% of the pupils supported using interleaving as an effective technique for revision in the classroom. 

Further Research

• The scope of this study was a limiting factor in the evaluation of the results. The time constraint of 12 weeks was short for a study of long-term memory and the sample group was small in size. 
• A further difficulty was pupils’ unwillingness to do practice tests within the required time frame which was integral to the study.  Limited time also meant the resource could only be tried on one group of high ability. 

Recommendations

It is clear that interleaving can have an impact on the longer term memory and recall of students. Interleaving, coupled with retrieval practice, should inform the sequencing of curriculum and schems of learning.

Further Reading

• Interleave your teaching - InnerDrive
• Interleaving: How Mixed Practice Can Boost Learning
• Embedding of interleaving and retrieval practice within a new Key Stage 3 history curriculum - SSAT