1. Special Schools’ Meeting
Mobilise Project
Special Schools’ Meeting
30th March 2017

2. Agenda Special Schools’ Meeting 30th March 2017 2.00
Review of actions from previous meeting
2.20
Questioning in the classroom – Mobilise team
2.50
Switches, symbols and Makaton in questioning techniques
3.10
Lesson Study – an approach to support TAs CPD
3.50
Action Planning

3. Review of Actions from February’s Meeting…
How Mobilise is being implemented at St Francis
TA/teacher communication – liaison time
PMLD
Raising TAs’ awareness of EHCs
Revisit key learning from last meeting.
What have you implemented as a result of shared ideas?

4. Mobilise – Prioritisation Matrix
Share copy of Matrix from last time. Today’s meeting has been shaped around priorities you identified as most desirable and that would have highest level of impact on your pupils. So, we’re going to look at questioning, and peer observations.

5. Scaffolding Framework
Much current research in this area takes a social constructivist perspective on learning, viewing
children as active, curious learners who are motivated to join with other people to solve
problems, develop knowledge and contribute to development of the learning community to
which they belong. Learners benefit from the thoughtful attention and support of other people
who provide expert knowledge and guidance which is gradually internalised to allow selfregulation
(‘scaffolding’ and guided participation). For children with learning difficulties
problems may have arisen at any stage in this process – the motivation, the communication and
interaction with other people, the skill of the teacher, for example. Responsive teaching
strategies based on this approach typically focus on different aspects of teacher-pupil interaction,
classroom dialogue, ‘real’ problem solving and practical classroom activities, pupil choice, and
reflection on learning (Watson, 2001). Some social constructivist approaches explicitly hand
over some of the teaching responsibilities to pupils via a process of modelling and guided
practice (e.g. reciprocal teaching for developing reading comprehension in children at all levels
of reading development (Rosenshine and Meister, 1994).VH present and ask at each stage – how relate to your context?
KM scribe examples. To lead to a special schools framework exemplar.

6. Alternatives to questions – digging deeper
For example…
Invitation
Tell me more about…
Speculation
I wonder if…
Suggestion
You could try…
Reflection
So next time…
Information
It might be useful to know…
Reinforcement
I liked…because…
Clarification
I know this is the case because…
Correction
I thought we had agreed that…
Summarisation
So, you’re saying…
Non-verbal interventions
Eye contact, gesture

7. Why do TAs feel they have to ask so many questions…?
Introduce Tomas
Set gap task prior to next meeting – ‘Before I ask you any questions about what you’ve read, share any questions you have about what you’ve just read.”
First page from PLC5 new learning.

8. Question Matrix
Share; discuss how and when could be used in special setting and any limitations it places on pupils’ learning.
Copy of question matrix.

9. Switches, Symbols and Makaton in Questioning Techniques

10. TA EEF Observation Sheet
Share; discuss how and when could be used in special setting and any limitations it places on pupils’ learning.
Copy of question matrix.

11. Action Planning Feedback and Next Meeting
Liaison time
TA skills audit
TA training opportunities
TA subject leadership teams
From meeting 1, who said they are going to set up leadership teams? Present next time?
Split in groups – PMLD?