We have identified three central characteristics which underpin good to outstanding learning:
- 1. Not all outstanding learning experiences come about because of complex teaching strategies – small tweaks and changes to practice and environment can bring about both immediate and long term gains in pupil performance, classroom management, learning behaviors and progress.
- 2. 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.
- 3. There are a range of teaching and learning approaches that provide challenge, rouse curiosity, provoke creative responses and over time enable learners to take increased control over their own learning.
Current research and best practice brings together four key strands of effective pedagogy where the art of teaching meets the science of learning.
- 1. Learner centeredness – Not all outstanding learning experiences come about because of complex teaching strategies – small tweaks and changes to practice and environment can bring about both immediate and long term gains in pupil performance, classroom management, learning behaviors and progress.
- 2. Assessment Centeredness – enabling the learner to take control of their own learning and progress. The 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 Centeredness – creating a collaborative ethos and encouraging dialogue for learning. A 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.
- 4. Knowledge and skills Centeredness – Challenging 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 analyze the contributions of others. They regard ‘being stuck’ or making mistakes as a learning opportunity.
