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Skip to 0 minutes and 0 secondsWelcome to week four of Babcock LDP's course equity in education supporting active participation in lessons. During week three you explored assigning competence and went away to look for opportunities to assign competence in class lessons whilst continuing to run pre teach sessions. You commented online about a specific example of assigning competence and how it meets the four criteria shared with you in week three. This week we will explore how using pre teaching and assigning competence together can maximize the impact on learners

Welcome to week 4

This week we will be looking at how to combine the strategies of pre-teaching and assigning competence. We will focus on the different content for pre-teaching and how to assign competence so that it has a positive impact on learning and status.

In their guidance report, Making Best Use of Teaching Assistants (2015), one of the key recommendations of the Education Endowment Foundation (EEF) is to support learners to make links between learning in intervention sessions and classroom activities:

Ensure explicit connections are made between learning from everyday classroom teaching and structured interventions: Interventions are often quite separate from classroom activities … The key is to ensure that learning in interventions is consistent with, and extends, work inside the classroom and that pupils understand the links between them. It should not be assumed that pupils can consistently identify and make sense of these links on their own. (1)

For pre-teaching to be successful, it must give learners access to the content in the class lesson, allowing them to actively participate. It is not about being able to replicate in the lesson the content from the pre-teaching nor is it about teaching the whole lesson in the pre-teach session. This is neither possible nor desirable. It is about identifying what will allow the children to access the content in the lesson. Focussing on only one thing when pre-teaching makes it more effective:

Be specific – think carefully about the purpose of the pre-teach - Y6 teacher

Needs to be very specific and try not to include too much – Y3 teacher

Reflect and Share

Both below and in your journal about what you noticed from a pre-teaching session:

  • Did you use what you noticed from the pre-teaching session at all?

  • Did this help you to assign competence in the class lesson?

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This video is from the free online course:

Supporting Active Participation in Lessons Through Pre-teaching

Babcock Education

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