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Peer Partnering

Peer Partnering. ‘How it can help with observed lessons’. Which OFSTED standards can be addressed?. Planning Differentiation Support and feedback Assessment Equal opportunities. Planning. Clear Planning

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Peer Partnering

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  1. Peer Partnering ‘How it can help with observed lessons’

  2. Which OFSTED standards can be addressed? • Planning • Differentiation • Support and feedback • Assessment • Equal opportunities

  3. Planning • Clear Planning • Peer partnering shows that you have given much thought to the needs of your learners, demonstrating ‘thorough and differentiated, with effective use of opportunities for all learners’

  4. Differentiation • Addressing individual goals and needs • Stronger students will gain much from taking on a teaching role whilst weaker students will have more support available to them than usual

  5. Differentiation • Promoting independent learning • Students are not allowed to solicited help of lecturer or ICSW without first trying to help themselves. The next port of call is their peer partner. This must be made explicit from the start if it is to work properly and create ‘self-directed, motivated learners’

  6. Support and Feedback • Additional learning support • Use of peer partners frees up additional time for the ICSW and lecturers. Often partners can solve most of the queries raised. This also demonstrates that ‘support is clearly planned and effectively utilised’

  7. Assessment/Progress • Checks on learning • By creating partnerships in learning you encourage learners to motivate each other, creating ‘high expectations’ that ‘embeds differentiation’. Also, students have to make evaluative comments on each others work. This helps encourage a sense of ownership and responsibility

  8. Assessment/Progress • Evidence of progress • Use of partnering ensures that ‘all learners’ progress is considerably better than expected’.

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