Over the past five years we have seen a significant consensus emerge from academics and the world of neuroscience in terms of what makes great teaching and learning. I am in the final stages of drawing together this research and will be publishing Great Lessons in 2017. The Powerpoint slides repeat my Diamond Lesson Plan which many of you will be familiar with but within a firmly evidence-based context. At a time of change in education we need to ensure that all can step forward. Great Lessons will address how we can assist all to achieve their full potential. Our greatest test as teachers is lift forward the dependent and directed learners and this is within our grasp with clear consistent, team strategies. You may book a Great Lessons CPD and/or its sister programme 'Great Learning' and the other CPD opportunities highlighted on the last slide by emailing bradley@collegnet.co.uk.
2. Knowledge
Great teachers translate their
deep knowledge or skills into
clear step by step learning
programmes that take learners
from no knowledge to mastery.
They reference up-to-date
research, employment
standards and offer regular
extended learning
opportunities.
Dialogue
Great teachers build a rich 'learning dialogue'
using multiple modes of presentation within a
warm, 'it's OK to be wrong' climate. They listen
well, question and draw all into effective
participation via a mix of challenging individual,
paired and group tasks. They identify and
correct misconceptions.
Inspire
Great teachers inspire with
their obvious passion and
enthusiasm for their subjects.
They do not teach classes.
They teach individuals and
build self-belief with regular
coaching support and
feedback that lifts every
learner forward
Great teachers
Great teaching is not about charisma
but an all-embracing sense of energy
and purpose. Great teachers stir
curiosity, listen, question, coach, raise
self-esteem and offer all learners a
positive future: a ladder of opportunity.
The outcomes of a major NUS survey
into what makes great teachers
highlighted, “Passion and enthusiasm -
these are the key qualities the learners all
recognise in a great teacher.” The same
qualities are specified within Ofsted,
ETF Professional Standards and
Professor John Hattie’s and wider
academic research. Great teaching is
within the grasp of all teachers because
teaching is a craft which we can learn,
practise, review and perfect.
3. Great lessons
The diamond lesson plan encapsulates in
a memorable way the key elements of
great lessons and reflects the research
conclusions of Professor John Hattie’s
research, Rosenshine’s seventeen
principles of effective practice and the
Sutton Trust’s research on, ‘What makes
great teaching.’ It is not a fixed formula or
template. A whole lesson may be devoted
to recap, or exposition or an active
learning group task etc. Whereas each
diamond highlights an aspect of great
practice not all have to be present within
the same lesson or presented in the same
order.
4. “Make the links between the different
topics of this subject and other aspects of
our lives…see how important this subject
will be to our careers and to everyday life.”
“The importance of teachers
understanding what students
already know and can
do…constantly check to see if the
new ideas are being assimilated
and accommodated by each
learner.”
“Challenge students to
think through and solve
problems, either by
themselves or together as
a group.”
“Reviewing and clarifying the key
points of a lesson…to consolidate, to
eliminate confusion and frustration,
and to reinforce the major points to
be learned.”
“Teachers must set challenging goals,
rather than ‘do your best’ goals and invite
students to engage in these challenges and
commit to achieving the goals.”
“Share the learning
intentions with students so
that they understand them
and what success looks
like.”
“The aim is to make as many
students as possible inspired
and passionate in learning
the subject- this requires a
teacher to inspire that
passion.”
“Students…evaluating their own
progress , being more
responsible for their learning,
and being involved with peers in
learning together about gains in
learning.”
“Socratic type questioning leads
students to question, listen, and
think critically, and coherently
communicate their ideas…”
Applying the evidence
The quotations are all from Professor
John Hattie’s seminal book:
‘Visible learning for teachers.’
5. Nature and nurture
Magnetic Resonance Imaging (MRI) is transforming neuroscience by observing the brain in
real time. We are fast discovering not only how we learn but better still the optimum conditions
for effective learning. Our ability to learn is shaped by the interplay between our genetic
inheritance, our ‘environment’ and our ‘chance environment’ of unique experiences which may
have a positive or a negative effect. Inheritance or the general intelligence ‘G Factor’ is
dominant and most neuroscientists will place the G Factor at a 50%-60% level of influence.
The most recent confirmation - a major study tracking the performance of 12,632 twins in
GCSE exams in 2015 - concluded, “all GCSE subjects were substantially inheritable”. The
study conducted by King’s College, London and published in Nature identified that inheritance
accounted for 60% of the variance in GCSE results. However, education can still make a
significant difference. Professor James Flynn who gave his name to the ‘Flynn effect’ following
his observation that IQ was rising in every generation has stated in his most recent 2016
publication, ‘Does your family make your smarter’, “All of us can aspire to upgrade our
cognitive skills.” This recognises that for many young people their inheritance is supressed
by a negative environment, peer group and/or their unique experiences and that we need
consistent strategies to lift each learner to his or her full potential. The lessons for the
classroom are how to apply the psychology of ‘nudge’ to steer learners into a receptive mode,
linked to Dr Carol Dweck’s theories of ‘mindset’ and to ensure all know how to learn rather than
just what to learn. Within the classroom it is about securing attention, chunking learning,
repetition with visual reinforcement and repetition in different forms to reveal any
misconceptions followed by regular recaps and repeats over time ( spaced learning) to confirm
and consolidate new learning. Equally our health and fitness agenda should address a healthy
functioning brain i.e. REM sleep (note different teenage sleep patterns), exercise, oily fish and
regular new experiences / different challenges. The next slides identify the broad challenges
and the need for effective strategies.
6. Great progress
Our students are different in terms of their ability, motivation, organisational skills, study skills,
behaviour and effort. We may not be able to alter the G Factor but we can ensure all learners
receive the study and learning support they need to make good progress against their individual
starting points. The divisions reflect Professor John Hattie’s classifications, “Is that student a novice,
somewhat capable or proficient?” Our overall aim is to identify the ‘success factors’ of the independent
or proficient learners and to help dependent and directed learners to develop the skills underpinning
successful study. With broad strategies in place it is then essential to focus on each individual.
Independent learners Dependent learners Directed Learners
7. Independent learners
These learners will have enjoyed good to high achievement at
High School. They will be confident, well-motivated and have
good study, social and learning skills. In the classroom they will
participate to a high level and regularly ask as well as answer
questions. Outside the classroom they will make effective use of
library, study centre and internet resources. They will often hold
an intrinsic interest in their chosen subjects or associated career
path. They will often be keen to progress to university or to an
identified employment sector. They will probably gain high grades.
How do you add value, stretch and challenge?
8. Dependent learners
These learners will have left high school with average achievement. They
may lack confidence and have underdeveloped study, social, and learning
skills. In the classroom they will be co-operative and complete all
necessary work. Outside the classroom they will complete specified
homework but are not motivated and/or lack the skills for deeper
independent study. They are largely dependent on what is covered and
issued in the classroom each week. They are uncertain about their future
career path and whether or not to progress to university. They will
probably pass the course but not with high grades.
How will you improve their study skills and lift their performance?
9. Directed learners
These learners will have left high school with low achievement. They will
often have low self-esteem and low personal confidence and often lack
appropriate social and learning skills. In the classroom they will often
exhibit behaviour problems and be easily distracted, go off task or even
indulge in disruptive behaviour. They will often attend lessons ill-
equipped for study and end lessons without completing all set tasks.
Outside the classroom they will rarely undertake any additional study
and may need further support and encouragement to submit
assignments. They will often have no precise career goals They will
often struggle to complete the course and many may fail.
How will you moderate behaviour and ensure that all at least pass?
10. Great Learning
Consider the application of the following three strategies to lift the performance of all learners. The quotations are from the
research of Professor John Hattie.
11. Great CPD
Bradley Lightbody enjoys an excellent reputation for putting theory into practice and for presenting highly
motivational evidence-based CPD. He will be publishing ‘Great Lessons’ in 2017 but you can gain from his
research by booking a full day or half day CPD experience for your staff. Email bradley@collegenet.co.uk
Great Lessons - a one day programme detailing how to plan and deliver great lessons using the diamond lesson
plan model with copious high impact examples. ( may be tailored for academic, vocational, adult and WBL
audiences).
Great learning – a one day programme applying cognitive research and detailing how to coach and support
independent, dependent and directed learners to ensure all achieve their full potential.
Great classroom management – a one day programme to address the most effective way to motivate and
engage ‘directed’ learners and to rapidly isolate and control poor behaviour.
Great workshops – any aspect of improving teaching and learning may be presented within a half day
programme to address your own CPD priorities e.g. improving groupwork, question and answer, stretch and
challenge.
