1. We should ignore what student already know and can do because learning can then not be emdedded
in it. It sends messages to the students that their competencies are not valued and this can impact on
their self esteem.
Knowing about students and what they no is important for planning. Teachers need to observe daily.
Children cannot be fitted into the curriculum – curriculum needs to be fitted to them – teaching time
needs to be necessary and realistic
The national literacy and numeracy strategies emphaises direct teaching as an essential part of the
menu of childrens learning opportunities
Teacher intensive
Fisher, Julie (2002)
Starting from the child teaching and learning from 3 to 8.
2nd ed. Buckingham [England] Philadelphia
Open University Press. Ch. 4. "The role of the teacher :making the best use of teaching time", pp. 62-75.
If they are to ensure a safe environment adults need to provide instruction and necessary
information to the group
Interactive techniques available to the teaching such as supporting a painting activity where
teaching might demonstrate a particular technique or broadening a childs experience by describing
some experience, object or environment that the students haven’t known.
Teaching will ask questions a direct them towards things the might miss – also become role models
To sustain a child effort and engagement in purposeful activities teachers select from a range of
strategies such as demonstrating skills, providing information, focussed attention, physical
proximity, verbal encouragement, reinforcement,
Mortimore, Peter. (1 999) Understanding pedagogy and its impact on learning.
London ;Thousand Oaks, Calif. : Chapman. Ch. 2.
Siraj-Blatchford, Iram. "Early childhood pedagogy : practice, principles and research", pp. 20-45
Modelling – learn by watching others
Educators can model playfulness and curiosity , learning processes such as problem solving, practices
such as reading, non gendered behaviour and cooperation with others.
Educators are power ful models
Intentional teaching
Can model by playing parallel with child using similar materials - for example making comments
about colour, shape, texture, sound, line, beat, rhythm
When teachers observe play they can offer models that are responsive to childrens interests and
play directions, and supporting learning

2. Teacher can model to students how to enter play. Modelling prvodies a means of providing such
cues.
Time that educators need to provide clear instructions to children.
Effective when introducing a new technique or skill. Could be showing them how to use a new piece
of equipment, a new technique that is usefull when working with clay or drawing.
Become involved in children play as play leaders. Play leaders deliberately take steps to structure the
play while also staying sensitive to the plays direction. Play leader is the coach who provides
demonstrations and explicit directions.
Eg playing with blocks can lead to a demonstration on balance and symmetry
Helps students identify what they are expected to do and why rather then assuming all students can
work that out alone
Demonstrations need to be carefully matched to individual or small group understandings, to be
authentic and do able in order for the students to engage with them
Demonstrations are mostly effective when they ocurr in meaningful experience, such as guided
reading, small group contruction of a text, rather than in an isolated lesson, followed by
opportunities for children to try these ideas for themselves
Appropriate demonstrations provide children with access to concepts and processes that can be
utilised in plau, assisting internalisation and organisation.
Relevant demonstration – show children how to write a letter or how English is read right to left top
to bottom
Programming and planning text book