Putting the principles into practice
What are the implications for teachers?
- Classroom layout and teaching underline the sense of the class as a inclusive group where all have a part to play, all work together and are expected to learn.
- The classroom is physically set up to promote collaboration and talk among the whole group thus sight lines are clear; a horse-shoe or double horse-shoe is recommended.
- Teachers make a conscious effort to speak less and through the use of their questions and responses, encourage pupils to speak for a greater proportion of the lesson.
- Teachers use their professional craft to guide the lesson forward, they encourage pupils to speak directly to each other and are able on occasions to withdraw from centre stage to allow pupils to take the lesson forward.
- Teachers do not repeat pupils' answers or elaborate or reinterpret pupils' responses.
- Teachers recognise the importance of dialogue in clarifying understanding and taking forward the learning of the whole class.
- Lessons are planned with whole class beginnings and endings with a central section consisting of a single or sequence of episodes.
- Teachers plan the lesson to support pupils through the challenge and difficulty of learning, by providing time, resources and techniques.
- Teachers ensure that their pedagogy and the rationale for using it is made explicit to the pupils.
- Teachers make the purpose of each episode clear to pupils, as well as the overall objective of the lesson.
- Lessons are planned to include pupils in whole class, small group and paired work as appropriate.
- Teachers understand the rationale and components of the pedagogy and apply it in practice consistently, consciously working to include all pupils.
