![]() This links in very nicely with the EEF’s guidance on showing students the composite parts of words.Taking the ‘conservation’ example, many of my students had heard of the word conservation, in terms of ‘conservation of habitats’ and ‘conserving York Minster’ (we are a York school).This links with the idea of science capital – eliciting what your students already know about a concept in science and valuing their contribution.Make sure pupils can respond to your feedback.Provide feedback as comments rather than marks.Think about what you’re providing feedback on. ![]() Use structured feedback to move on pupils’ thinking It is a simple but effective model to help students to organise their understanding of a new piece of vocabulary. The Frayer model has been used in classrooms for many years (the idea was first developed by Dorothy Frayer and colleagues at the University of Wisconsin). I use the EEF’s guidance, specifically 6a and 6b, and the graphic organiser known as the Frayer model to address the science vocabulary gap in my students. Here’s an overview of how I used the guidance to improve the vocabulary of my students.Īs science teachers, we introduce new words to our learners virtually every lesson, tier 3 vocabulary – subject specific vocabulary. ![]() You have a whole staff briefing outlining the whole school teaching and learning objective – ‘To improve the quality of our teaching so that we develop our students’ communication skills and enhance their knowledge, understanding and use of academic vocabulary.’ Your line manager is a former head of English and you are armed with the EEF’s Improving secondary science guidance. You arrive back to work after the holiday.
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