- The effective teacher is flexible/adaptable/responds to what students are achieving and moves learning forward intuitively.
- Students receive information, are given the opportunity to process this information and then apply it through challenging activities.
- Consider the balance of student talk vs teacher talk.
- If students are ready, don’t be afraid to move on.
- Use their answers to questions to ascertain their understanding of prior learning, then move on at a pace that suits what the learners can do.
- In practical subjects ensure students are aware of the big picture in terms of end ‘product’ and skills. Provide written support/prompt sheets if necessary. Ensure during ‘release time’ that students know what they have to do to do so but more importantly ensure that they are thinking/getting better/moving forwards in their learning & skills. Use intervention appropriately, don’t intervene unnecessarily, use intervention to change the direction of learning and to facilitate momentum and rhythm to the lesson. How will students show what has changed during the lesson/independent work – how is this made audible/visible?
- Allow for mistakes to be made then deconstruct to move learning forwards. Make learning challenging – get students to think to remove the opportunity to be passive (link here to inset with Mike Hughes). Give students time to reflect and refine – avoid unnatural time limitations that impinge on learning.
- Consider how objectives are set to ensure student ownership/student buy in – impact of this stage of the lesson – if learning is ongoing, how might the setting of objectives reflect this?