Question starters – A + B
A: Who What Where When Why How
B: Is…? Did…? Can…? Would…? Will…? Might…? / Question starters – A + B
A: Who What Where When Why How
B: Is…? Did…? Can…? Would…? Will…? Might…?
I can plan, solve problems and review a task
What can I use?
Can I have a clue?
Show me how I do it.
I need you to tell me / I can plan, solve problems and review a task
What can I use?
Can I have a clue?
Show me how I do it.
I need you to tell me
Self-scaffolding
The ability to be able to work through tasks independently, using previously taught strategies.
This may include:
  • Planning how to approach a task
  • Problem solving during a task
  • Review - What worked well? How did you solve it?
/ Self-scaffolding
The ability to be able to work through tasks independently, using previously taught strategies.
This may include:
  • Planning how to approach a task
  • Problem solving during a task
  • Review - What worked well? How did you solve it?

Prompting
An action – something you say or a gesture – that encourages pupils to draw on prior learning.
3 types are:
  • Say nothing / wait / give thinking time
  • Verbal prompts
  • A gesture towards something which reminds them
/ Prompting
An action – something you say or a gesture – that encourages pupils to draw on prior learning.
3 types are:
  • Say nothing / wait / give thinking time
  • Verbal prompts
  • A gesture towards something which reminds them

Clueing
Gives a piece of information – a hint – that leads the pupil to what to do to find the answer or
completethe task independently.
  • Only give one clue at a time
  • Specific to which part of the task they find hard
  • Still pupil’s job to find the answer – don’t give it!
/ Clueing
Gives a piece of information – a hint – that leads the pupil to what to do to find the answer or
completethe task independently.
  • Only give one clue at a time
  • Specific to which part of the task they find hard
  • Still pupil’s job to find the answer – don’t give it!

Modelling
Shows pupil how to do a part of the task that they can’t do in easy steps that they can then
copy and repeat.
  • Give them a first person script – ‘First I am…’
  • Only a few steps with key words – easy to remember
  • ‘Now it’s your turn’ (straight away)
/ Modelling
Shows pupil how to do a part of the task that they can’t do in easy steps that they can then
copy and repeat.
  • Give them a first person script – ‘First I am…’
  • Only a few steps with key words – easy to remember
  • ‘Now it’s your turn’ (straight away)

Correcting
Gives the pupil the answer or tells them how to do it.
  • Correct mistakes or errors for them
  • Solve the problem for them and/or show them how
  • Limited pupil engagement / independence
/ Correcting
Gives the pupil the answer or tells them how to do it.
  • Correct mistakes or errors for them
  • Solve the problem for them and/or show them how
  • Limited pupil engagement / independence