The document outlines six principles to support great teaching and learning: high expectations, responding to feedback, expecting excellence, perfect practice, pride in work, and dedication and deliberate practice. It provides examples of how a teacher named Mr. Clarke implemented these principles in his classroom by setting a high bar for students, expecting hard work and effort, and providing feedback and opportunities for practice. The document also discusses content from sources on what makes great teaching, such as strong subject knowledge, quality instruction through scaffolding and modeling, and using questioning to check understanding and promote deeper thinking.

1. Six principles to support great teaching and learning
Andy Tharby & Shaun Allison, Durrington High School
www.reflectingenglish.wordpress.com
https://classteaching.wordpress.com/
Images: Jason Ramasami

5. HighExpectations

6. Respondtofeedback

7. ExpectExcellence

8. PerfectPractice

9. Prideinwork

15. Mr Clarke’s approach to teaching
• Set the bar of expectation high and expected all students
to get there…..and beyond!
• Made it his business to know what his students couldn’t
do….and let them know too.
• Expected hard work and effort from all students and made
this ethos the highest priority, every lesson.
• Made all students believe that they could do better.
• Expected students to respond to his feedback.
• Provided lots of opportunities for practice – perfect
practice.
• Cared deeply about how his students performed in his
subject.

16. • 3 part lessons.
• OFSTED checklists.
• VAK.
• Brain gym.
• Group work.
• Independent learning.
• Green pen marking.
• Flipped learning.
• Discovery learning.
Etc.

18. Give students
work that
matters.
Share examples
of excellence.
Critique work.
Expect
excellence.

19. Give students
work that
matters.
Share examples
of excellence.
Critique work.
Expect
excellence.
Dedication
and
deliberate
practice
(and lots of
it!) trumps
talent.

20. Give students
work that
matters.
Share examples
of excellence.
Critique work.
Expect
excellence.
Dedication
and
deliberate
practice
(and lots of
it!) trumps
talent.
Success and
achievement is
not fixed.
It can be grown
and developed
through effort,
perseverance,
embracing
challenges and
responding to
feedback

23. Sutton Trust – What makes great
teaching?
Content knowledge. Teachers with strong
knowledge and understanding of their subject
make a greater impact on students’ learning. It
is also important for teachers to understand
how students think about content and be able
to identify common misconceptions on a topic.

24. Sutton Trust – What makes great
teaching?
Content knowledge. Teachers with strong
knowledge and understanding of their subject
make a greater impact on students’ learning. It
is also important for teachers to understand
how students think about content and be able
to identify common misconceptions on a topic.

25. Sutton Trust – What makes great
teaching?
Quality of instruction. This includes effective
questioning and the use of assessment by
teachers. Specific practices, like reviewing
previous learning, providing model responses for
students, giving adequate time for practice to
embed skills securely and progressively
introducing new learning (scaffolding) are also
found to improve attainment.

26. Sutton Trust – What makes great
teaching?
Quality of instruction. This includes effective
questioning and the use of assessment by
teachers. Specific practices, like reviewing
previous learning, providing model responses
for students, giving adequate time for practice to
embed skills securely and progressively
introducing new learning (scaffolding) are also
found to improve attainment.

27. • This has become our
teaching & learning
policy.
• What difference has it
made?

28. “Tight but loose”

29. “Common Language”

30. “Meaningful for all”

31. “Less is more”

32. Excellence and growth =
calculated effort + great teaching
‘… the effect of achievement on self-concept is stronger
than the effect of self-concept on achievement’.
(Muijs and Reynolds, 2011)

33. .

34. Differentiation?

36. In-class challenge

37. But remember … challenge is a long-term venture

39. Three key principles for explanation
1. Tether them to something already known.
2. Allow for the limited capacity of the working
memory.
3. Aim to make the abstract, concrete.

41. Live modelling of procedures and the
thinking processes behind them

42. Deconstructing examples

44. Deliberate practice with the guidance
of a teacher.

45. Practice for fluency and long-term
retention.
See: Graham Nuthall, The Hidden Lives of Learners

46. Retrieval practice – using your memory
improves your memory

50. Questioning …
1. Should check for understanding – i.e. hinge
questions
2. Provoke deeper thinking.
3. Increase the ratio of participation and
thinking – ‘cold calling’

54. Andy Tharby & Shaun Allison, Durrington High School
@shaun_allison
@atharby
www.reflectingenglish.wordpress.com
https://classteaching.wordpress.com/
Images: Jason Ramasami