Pearson-Exploring-Effective-Pedagogy-in-Primary-Schools

some there was incomplete data; only schools with full data sets were included in the EPPSEManalyses to ensure comparability. Strict criteria were applied to identify three distinct groups ofschools: excellent, good and poor.In order to develop the analytical framework of pedagogical strategies, professional focus groupdiscussions and a literature review identified the factors that contribute to effective classroompractice. Eleven essential pedagogic strategies were identified and provided the initial analyticalframework.Key findingsOrganisationTeachers in excellent schools were rated particularly highly on their organisational skills. Theirresources were prepared ahead of time, well managed during lessons and particularly fit forpurpose and tailored to the individual needs of their pupils. They made productive use ofinstructional time by maintaining good pace and ensuring that every second of their lessonscounted. Pupils in these classes had the highest ratings of self-reliance.Year 5 classrooms in schools identified as poor had significantly lower ratings than theother groups on the organisation and suitability (fit for purpose) of teacher resources, theproductiveness of instructional time, the clarity of the teacher’s expectations, the managementof classroom routines and the extent to which children were independent and self-reliant.Lessons were slow to start, pace was not maintained and time was wasted during transitions.Pupils in these classes received the lowest ratings of self-reliance.Shared objectivesTeachers in excellent and good schools ensured that theconcepts and ideas presented in lessons were understoodby all children. They checked that children understoodthe main ideas of the lesson and intervened whenunderstanding was not clear or complete, even if thisrequired a change part way through the lesson or activity.Although most teachers ensured the learning intention ofthe lesson/activity was clear (e.g., by writing the “learningobjectives” on the board), teachers in excellent schools wereespecially good at making sure the children understood whatthis meant. Pupils in these classes were very clear about what theywere expected to achieve and how much time they were given to do it.“Teachers inexcellent and goodschools ensured thatthe concepts and ideaspresented in lessonswere understood byall children”In contrast, objectives, learning concepts and ideas were less clear in schools rated as poor.Teachers were slower in checking and correcting pupils’ understanding of key concepts andideas. Although children in these classrooms were aware of their lesson objectives, it was notclear whether they fully understood them or how to achieve them, and they were much lessfocused and less motivated to meet these goals.Evidence from Research | vi