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UNIVERSITYOE BIRMINGHAM SCHOOL Stage 1 Dedicated Improvement. Reflection and Thinking Time D.I.R.T. Read your feedback carefully Stage 2 Correct your Spelling Punctuation and Grammar (SPaG) Correct any misconceptions and make changes. Stage 3 Act on your 'next steps' e.g: answer questions, redraft your work, extend your answers. SILENT TIME.

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Consistency. When pupils work on their own to compete a task. Best used for short bursts of 5-15 minutes unless in assessment conditions for a lesson. Pupils can raise their hand if they need help, but the teacher should then move towards them and then engage in a conversation in hushed tones . Silent time can be used for the whole class, while a teacher/learning coach/TA continues to talk in hushed tones with an individual or small group..

Consistency. When a teacher is explaining new material. When a teacher is asking targeted questions to individuals. When pupils are offering their views in a discussion or raising their hands in response to questions. Shouting out should not be permitted and pupils reminded of expectations. Repeatedly shouting out, despite rule reminders, is considered a deliberate attempt to disrupt learning and should be dealt with using the behaviour system. When pupils are sharing as part of ‘think-pair share, they should model ‘one at a time’..

Consistency. When pupils are discussing a problem or task in pairs they can talk in hushed tones about the work. This is best used for very short bursts prior to a ‘silent time’ activity or drawing together in class Q&A. When pupils are working in a group on a task which requires discussion. This is difficult to monitor and manage, and should be used sparingly and in short bursts. Work talk time is not a chance for pupils to ‘chat’ while they work..