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

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What differentiates excellent practice from good practice?Year 5 teachers in excellent schools (defined as those that are academically effective with goodquality pedagogy):• Have excellent organisational skills. They share clear learning objectives with thechildren in their classes and ensure that all pupils understand these objectives andtheir associated concepts. Their resources are extremely well organised and fit forpurpose and their classroom routines are well established, smooth and adhered to byall. Children in these classrooms know what they have to do, know what to do if theyneed help and have more responsibility for managing their time and resources.• Establish a positive classroom climate. In these classrooms, relationships betweenchildren and between adults and children are characterised by a true sense of likingand mutual respect. These classrooms are often described as happy places with a“buzz” of productive learning activity. Children in these classrooms are less disruptive,behaviour management is handled sensitively and often through expectation, andteachers rarely have to discipline children. Teacher sensitivity is high and teacherdetachment low.• Personalise their teaching. These teachers are sensitive to the needs and interestsof their pupils and provide a variety of resources to suit the different needs of theindividual children in their classes. Learning objectives are communicated clearly andthese teachers are more likely to make explicit links between learning and activities inthe classroom, other subjects and the world outside the classroom. These teachers linktheir homework directly to what children are learning in their lessons and are morelikely to take advantage of opportunities that arise during lessons to suggest learningactivities that can take place out of class time.• Use dialogic teaching and learning, especially for numeracy. Children in their classroomsare more likely to work collaboratively, to take part in instructional conversations inliteracy, to have opportunities to receive evaluative feedback (from the teacher or fromtheir peers) and they spend more time learning and performing analysis. In maths,these teachers outperformed others in their use of maths analysis, the depth of theirpupils’ knowledge and understanding, maths discourse and communication and theirwillingness to allow the children to also be the maths “authority” in the classroom. Thedialogue in these classrooms was two-way; teachers were open to pupils’ suggestionsand corrections and used these in their teaching.• Made more frequent and better use of the plenary. Not only were these teachersabout twice as likely to use a plenary in their lessons, they used the plenary to allowfurther discussion, exploration and extension, to provide opportunities for usefulfeedback and to consolidate and deepen understanding.36 | Exploring Effective Pedagogy in Primary Schools
It is highly likely that good organisational skills, a positive classroom climate, personalised andhighly interactive approaches to teaching and learning, dialogic teaching and learning and the useof a plenary session are all interconnected. For example, dialogic teaching and learning wouldbe impossible in settings with a negative classroom climate. Personalising children’s learningrequires good organisational skills and helps both to create a positive classroom climate and toencourage discussion.Evidence from Research | 37
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 and 34: • Routines are very efficient - h
Page 35 and 36: 3. HomeworkThe EPPSE 3-14 study sho
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: She was able to offer a little feed
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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