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

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2. Shared, clear objectivesGood teaching and learning are facilitated by teachers and pupils working towards common,shared goals that are agreed on and understood by all concerned. Children need to know whatthey are supposed to be learning and how much they should aim to achieve over a defined periodof time and they need to internalise these goals as their own. Teachers in excellent and goodschools ensured that the concepts and ideas presented in lessons were understood by all children.They checked that children understood the main ideas of the lesson andintervened when understanding was not clear or incomplete, evenwhen it meant changing the lesson or activity part way through.Although most teachers were good at making sure thelearning intentions of each lesson and activity were clear tothe children (e.g., by writing lesson objectives on the board),teachers in excellent schools were especially good at this.Pupils in these classes were very clear about what they wereexpected to achieve and how much time they had to do it in.One particular observation summed this up:“Pupils inthese classes werevery clear about whatthey were expected toachieve and how muchtime they had to doit in”• The teacher changed her lesson when she realised her pupils had not grasped oneof the main principles needed to complete a symmetry activity. After an introductionto symmetry (the children had been working on this topic in Art as well as in Maths),the children were asked to work in pairs and create patterns for each other to repeat.The patterns had to contain two lines of symmetry and a perpendicular line. Despitea careful introduction to the task and the teacher modelling how to approach it, thechildren were still not sure what to do (there was much confusion over how to draw aperpendicular line). When the teacher realised that the confusion was widespread, shestopped the lesson, re-explained the task and then asked the children to have anothergo (S02, Numeracy IEO)In contrast, objectives and learning concepts and ideas were less clear in poor schools. Teacherswere slower to check and correct their pupils’ understanding of key concepts and ideas.Although children in these classrooms were aware of their lesson objectives, it was not clearwhether they fully understood them or how to achieve them, and they were much less focusedand less motivated to meet these goals.Year 5 teachers in excellent schools excel at:• Providing clear learning objectives: Teachers ensured that each child knew whathe or she was expected to learn during each lesson and activity20 | Exploring Effective Pedagogy in Primary Schools
3. HomeworkThe EPPSE 3-14 study showed that in secondary school, after controlling for SES, children whospent two or more hours per night on homework, compared to children who spent no time onhomework, showed better progress for maths and, to a slightly lesser extent, better progress forEnglish. This level of homework was also associated with a positive effect on socio-behaviouraloutcomes and on positive changes in these outcomes from age 11 to 14 (Sylva et al., 2012).Although the use of homework was not systematically recorded in theprimary schools when classes were observed, there were referencesmade in the researchers’ notes to instances when homeworkwas set. Teachers in excellent and good schools appeared to sethomework that was more meaningful and more directly linkedto what the children were learning. They had a more flexibleapproach to assigning homework and this was sometimes inaddition to the timetabled requirements. For example, in oneschool (S27), the homework was used to clarify some teachingpoints. The children were learning how to measure irregular shapes andthe teacher used homework that had been set to clarify and consolidatepupils’ understanding.“teacherused homeworkthat had beenset to clarify andconsolidate pupils’understanding”In two other schools, although there was no direct mention of homework, pupils were set someoptional work to be done outside class time. In S30, a bottom set literacy group had beenworking on the “true” story of The Three Little Pigs. The children were asked to think aboutwhether they believed the wolf’s or the pigs’ side of the story before the next lesson. Childrenin S31 had really enjoyed a poetry lesson that centred on alliteration and on a combination ofcollaborative and individual work that was brought together during the plenary. The teacheroffered a house point to anyone who could write another verse of the class poem during theirbreak time. Although the homework in the last two cases was very informal, it was highly likelythat at least some of the children would take up these opportunities to extend the work doneduring the lesson.In the first case, the task was an interesting extension to the class activity and was easilyachievable by this group of pupils who struggled with literacy. Children in the poetry lessonwere highly engaged and really enjoyed writing their poems, so the opportunity to continuewith the activity, combined with the incentive of a house point, meant they were very likely totake on the challenge.This informal approach also meant the confrontation that may arise over incomplete homeworkwas avoided. Children who completed the tasks would be rewarded (by praise, by beingbetter prepared for a class discussion and by being awarded a house point), but those whodidn’t would not be singled out for punishment. While it could be argued that these tasksweren’t really homework and the informality of them was due more to the teachers’ laziness(no marking, no consequences to follow through on) or were simply the result of an unplannedmoment of opportunity seized by the teacher, setting work to be done outside of class timeEvidence from Research | 21
Page 1 and 2: Exploring Effective Pedagogy inPrim
Page 3 and 4: About the AuthorsProfessor Iram Sir
Page 5 and 6: ContentsForeword - by Dylan WiliamE
Page 7 and 8: That is why the Effective Pre-Schoo
Page 9 and 10: Executive SummaryBackgroundThis pub
Page 11 and 12: some there was incomplete data; onl
Page 13 and 14: Personalised teaching and learningT
Page 15 and 16: 1Pedagogy: TheInternational Perspec
Page 17 and 18: The work of SER scholars provided p
Page 19 and 20: The TIMSS study is very clear about
Page 21 and 22: Given that pedagogy is fundamentall
Page 23 and 24: The methodsThe EPPSE study is uniqu
Page 25 and 26: The case studies of practice were c
Page 27 and 28: The full findings of this associate
Page 29 and 30: Group C: Poor Schools: Low academic
Page 31 and 32: The initial analyses of the observe
Page 33: • Routines are very efficient - h
Page 37 and 38: • Supportive approach with high e
Page 39 and 40: • Only one very minor disagreemen
Page 41 and 42: Children in highly effective school
Page 43 and 44: • Teacher is very aware of childr
Page 45 and 46: Another example demonstrates clear
Page 47 and 48: 10. Assessment for Learning (AfL)As
Page 49 and 50: She was able to offer a little feed
Page 51 and 52: It is highly likely that good organ
Page 53 and 54: Also, although the large amounts of
Page 55 and 56: All of the above could be researche
Page 57 and 58: Claxton, G. & Carr, M. (2004). A Fr
Page 59 and 60: Gorard, S. (2010b). Serious doubts
Page 61 and 62: OECD Organisation for Economic Co-o
Page 63 and 64: Sammons, P., Sylva, K., Melhuish, E
Page 65 and 66: Veenam, S., Denessen, E., van den A
Page 67 and 68: Child social behaviour - Social int
Page 69 and 70: Appendix 2: Complete List of School
Page 71 and 72: Appendix 2: Complete List of School

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

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