There is a core of absolutely essential teaching and learning
strategies without which teaching and learning will be less
than outstanding and pupils will consequently make less progress
than they are capable of.
There are a range of teaching and learning approaches that provide
challenge, rouse curiousity, provoke creative responses and
over time enable learners to take increased control over their
research and best practice brings together four key strands
of effective pedagogy where the art of teaching meets the science
Learner centredness - a relentless focus on the learner
and the learning process.
builds on pupils’ prior experience, knowledge, skills
and interests and promotes self-direction. Pupils assume an
active role in all aspects of learning. They know that taking
risks, making mistakes, persevering and being resourceful are
an inherent part of learning.
Assessment Centredness – enabling the learner
to take control of their own learning and progress.
pupils’ ability to direct and control their own learning,
their reflective capacities and thinking skills are founded
on being involved in identifying and agreeing the learning intentions
and success criteria; responding to timely feedback, review
and reflection and frequent opportunities for self and peer-assessment.
3. Community centredness - creating a collaborative
ethos and encouraging dialogue for learning.
collaborative learning ethos and collaborative tasks and activities
extend opportunities for pupils to learn independently of the
teacher and facilitate purposeful learning and thinking through
dialogue and social construction. Pupils and teachers see themselves
as both learners and teachers and actively learn together through
dialogue and social construction.
Knowledge and skills centredness
learning tasks and activities infused into every lesson promote,
engage and scaffold thinking and meaning making and skills development.
Open ended questioning challenges pupils to contribute thoughtful,
elaborated responses Pupils are encouraged to pose their own
questions and analyse the contributions of others. They regard
‘being stuck’ or making mistakes as a learning opportunity.
How People Learn: Brain, Mind, Experience, and School; Bransford,
J.D., Brown, A.L., and Cocking, R. (Eds), United States National
Academy of Sciences, 2000). For a brief overview see also: About
Learning: Report of the Learning Working Group, Horne, M., senior
researcher and Lownsbrough, H., researcher, et al, DEMOS, www.demos.co.uk.)