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

The initial analyses of the observed data showed practices that were grouped into more than40 strategies and factors, many with similar features. As this list comprised many overlaps andduplicates, it was collapsed into 11 main strategies with some subheadings. These establishedpedagogic strategies provided the initial analytical framework that continued to be elaboratedthrough the process of reviewing the literature. The qualitative data were systematicallyinterrogated until a saturation point was reached (no new strategies emerged) to determinewhich cases confirmed or confounded the theoretical themes that were emerging. Theanalytical process was therefore partially “grounded” and involved inductive processes andconstant iteration between the qualitative data, theory and empirical evidence followingprogressive stages of deduction and verification. The final list of strategies has been summarisedin Table 6.Table 6: Effective pedagogical strategiesPedagogical strategy Indicator for the pedagogical strategy1. Organisation Well-organised teaching time, no time wasted, good pace, goodclassroom routines, children are self-reliant2. Shared goals Clear, shared objectives with specific guidance on how to achievethem3. Homework Use of homework4. Classroom climate Positive classroom climate, teacher-child and child-child interactions,teacher has in-depth knowledge of, enthusiasm for and confidencein teaching subject5. Behaviour management Effective behaviour management6. Collaborative learning Use of groups for a specific, collaborative purpose, peer tutoring7. Personalised learning Appropriate and considered differentiation, scaffolded learning,varied and rich teaching resources8. Making links explicit Building on prior pupil knowledge and looking forward to thenext steps in the curriculum, cross and extra-curricular links madeexplicit, practical teaching activities to teach testing and applicationof knowledge and problem solving9. Dialogic teaching andlearning10. Assessment forLearningSustained shared thinking, open-ended questions used to developdeeper understanding rather than for summative evaluation,teaching and encouraging analytical thought, children’s talkencouraged and moderatedOngoing formative assessment11. Plenary Use of plenary (discussion at the end of a lesson bringing togetherthe main concepts and rehearsing the key learning points)The rest of this section reports on the main pedagogical strategies and describes examples ofpractice recorded by the researchers that illustrates these.Evidence from Research | 17