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Elin Massey
The key message surrounding ‘great teaching’ is that practice can constantly be improved, developed and adapted and this is exactly what great teachers do. Understanding how and why we teach essential to improving our practice.
The key message surrounding ‘great teaching’ is that practice can constantly be improved, developed and adapted and this is exactly what great teachers do. Understanding how and why we teach essential to improving our practice.
‘What makes great teaching’ (2014) - What was the purpose of this research paper?
‘What makes great teaching’ (2014) - What was the purpose of this research paper?
To review the characteristics of effective teaching and identifying strategies which have the highest leverage.
Highlighting that teachers must be given a certain level of autonomy to decide which strategies are most appropriate for them and their classes.
To help identify whether you include these effective strategies in your practice already, as well as looking for areas of development.
Existing frameworks which teachers measure themselves against are often too complex. We must prioritise a limited number of aspects of our practice to improve by asking “how readily can this competence be improved?” and “How much of an impact will this have on student attainment?”
‘What makes great teaching’ – Key ideas
‘What makes great teaching’ – Key ideas
Pedagogical content knowledge (How is the information learnt?)
Quality of instruction
Classroom management (behaviour)
Classroom climate (Do students feel safe and supported?)
Teachers’ own beliefs about learning and pedagogical theory (what do you believe to work with your classes? Why?)
Wider professional elements such as abilities to form effective working relationships.
This report is currently being reviewed in order to develop ‘The Great Teaching Toolkit’ which has a major focus on feedback, including actively seeking regular feedback and making sure all feedback is ‘actionable’.
Examples of questions to address when giving / receiving feedback or reflecting on practice.
Examples of questions to address when giving / receiving feedback or reflecting on practice.
Do students feel safe / motivated / respect for you in the classroom?
Can you predict student misconceptions or misunderstandings?
Do you have a repertoire of explaining tricky concepts?
How well did you respond to a potentially disruptive incident?
Are you questioning students thoroughly? (more importance than the frequency of questioning)
Are you helping students to embed their learning?
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