Embedded Files
Creating the Conditions
Creating the Conditions
Learning is most powerful when pupils feel safe, welcomed, and ready to learn. Creating the conditions is about establishing calm, purposeful routines that maximise learning time and signal high expectations from the very start of the lesson.
Strong routines reduce cognitive load, improve behaviour for learning, and allow pupils to focus on thinking rather than logistics.
Routines
Routines
Meet and greet learners at the door. Establish clear routines at the beginning of lessons which set the conditions for learning.
What it looks like in practice
Meet and greet learners at the door to establish positive relationships.
Clear entry routines: equipment out, seating plans followed, immediate focus.
Consistent expectations across lessons and subjects.
End-of-lesson routines that bring learning to a purposeful close.
Reflective prompts for staff
Do my routines reduce disruption or create it?
Are expectations clear for every pupil, every lesson?
Helpful resources
Video: Kathleen Jasper - How to Establish Routines & Procedures
How to Establish Routines & Procedures in the Classroom | Kathleen Jasper - YouTubeVideo: Meet and Greet strategy explained
https://www.youtube.com/watch?v=5VeWHOFxLcQGuidance: EEF – Improving Behaviour in Schools
https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/behaviour
A Purposeful Starter
A Purposeful Starter
Learners are immediately engaged with a relevant task which is either linked to prior learning or the purpose of the current learning. This is challenging and promotes higher order thinking.
Why it matters
The first five minutes set the tone for the entire lesson. A purposeful starter signals that learning begins immediately and that thinking is valued from the outset.
What it looks like in practice
Challenging tasks linked to prior learning or the lesson focus.
Tasks that promote retrieval, curiosity, or problem-solving.
Clear expectations for silence, collaboration, or discussion.
Examples
Retrieval quiz linked to last lesson
A provocative question or image
A short problem that introduces the lesson concept
Helpful resources
Video: Doug Lemov – The Do Now
https://www.youtube.com/watch?v=0sYkFQk5VJkArticle: 10 Techniques for Retrieval Practice – Teacherhead
https://teacherhead.com/2019/03/03/10-techniques-for-retrieval-practice/Video: Retrieval Practice – The Learning Scientists
https://www.youtube.com/watch?v=ukLnPbIffxE
What, Why, How
What, Why, How
Learners can articulate "What" they are learning, "Why" they are learning about it and "How" they can be successful
What – Clarifying the Learning
Learners are clear about what they are learning, not just what they are doing.
In practice
Clear learning intentions in pupil-friendly language
Avoid task-focused objectives
Helpful resources
Guidance: Learning Intentions & Success Criteria (NCCA)
https://ncca.ie/media/1927/assessment-workshop-1_en.pdf
Why – Making Learning Meaningful
Learners understand why the learning matters and how it connects to:
prior learning,
future learning,
skills they are developing.
In practice
Explicit links to real-world applications or subject skills
Refer back to the “why” throughout the lesson
Helpful resources
Article: Making Learning Stick – The Learning Scientists
https://www.learningscientists.org/blog/2016/7/21-1
How – Defining Success
Learners know how to be successful and what success looks like.
In practice
Co-constructed success criteria where appropriate
Model answers, exemplars, or worked examples
Regular reference back to success criteria
Helpful resources
Video: Dylan Wiliam – Learning intentions and success criteria
https://www.youtube.com/watch?v=0h0UeVf5gKQArticle: EEF – Feedback
https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/feedback
Page updated
Google Sites
Report abuse