Improving teaching: leading learning – Primary Teacher modelling Introductory slides The purpose of this session is to provide an introduction and starting point to CPD development on Teacher modelling. The content of these slides is taken from a more extensive CPD resource comprising an elearning module and accompanying evidence-base and CPD materials, on which teachers can work together. They can be used to introduce or remind teachers of a key aspect of effective pedagogy, prior to establishing collaborative CPD that makes use of both the elearning module, but also taps into expertise within the school. The first four slides focus on the big picture of pedagogy.

Pedagogy: a working definition Pedagogy is the practical business of teaching and learning, driven by professional knowledge and understanding. It is what you need to know, and be able to do, to teach well. Teaching is complex. It is a skill that you continue to hone and develop; there are always new things to learn. There is now a wealth of evidence to support the approach that these resources adopt. In essence, the research about school improvement that places teaching and learning at its heart identifies some key activities that characterise the work of effective teachers. The most effective teachers: talk about learning observe each other teach plan, organise, monitor and evaluate their own practice teach each other. To improve practice, teachers and schools benefit from developing a precise and shared vocabulary to describe good teaching. These resources: offer a coherent, evidence-based approach grounded in clear, precise language help teachers to talk about and analyse their own teaching help to foster a culture of in-house debate about teaching. Above all they are based on the knowledge that teachers can improve what they do through a combination of: CPD activity based on school improvement priorities linked to areas of learning that need to be strengthened collaborative learning within and between schools learning ‘on the job’ by focusing on making changes and improvements in the classroom, based on reflection and evidence of impact on learning trying out new approaches a blend of professional development activities including Lesson Study, coaching and following an elearning module that supports developing practice in the classroom.

The ‘four cornerstones’ Planning for progression Strong pedagogy Strong senior and subject leadership Collaborative working Secure self-evaluation processes The build feature of the slide introduces these key characteristics. Teachers plan for progression. They set tasks, activities and problems from which children are able to learn and which enable children to demonstrate their full potential. They do not build in a glass ceiling, beyond which children cannot go, which would automatically restrict their progress. Teachers have strong pedagogy. They understand the subjects they teach, have a full range of skills and techniques to select the most appropriate teaching approaches to help children learn, and they are able to develop the right conditions for learning in the classroom. Teachers know where their children are. They have effective tracking systems in place that not only record numbers such as levels but also reveal strengths and weakness and areas for development. Teachers use assessment well to provide personalised and targeted intervention so that all children can progress from where they are now to where they can be in the future. 5. Finally, schools that promote learning most effectively for their children have strong senior and subject leadership; they have robust and secure self-evaluation processes in place so they know their areas for development. The school develops together, with staff working collaboratively across the school. Although it is useful to consider the ‘four cornerstones’ separately, and to focus on each as a discrete item, they are closely connected and, to be effective, are dependent on each other. Personalised intervention Effective pupil tracking

Pedagogy Subject knowledge Teaching and repertoire learning models Creating conditions for learning and learning models Knowing about the key concepts, common misconceptions, progression, contemporary applications – new knowledge Knowing about the skills and techniques to maximise learning. Knowing how to question, explain, guide, model and structure learning. Knowing how to engage learners through classifying, card sorts, analogy Knowing about managing a class, a group, an individual, how to interact with children of different ages, previous learning, prior attainment, preferences in learning, environment Knowing about the theories of teaching and learning and how they inform learning sequences such as inductive, enquiry, model construction, concept attainment, constructivism To be successful, planning also needs teachers who are skilled in all four dimensions.

Questioning and dialogue CPD modules Learning objectives Teacher modelling Group work Questioning and dialogue One-to-one tuition Independent work The materials are designed to support teachers’ knowledge about skills and techniques that make a difference to children's learning, behaviour and self-confidence. They cover features such as: knowing how to design and structure learning, including using shared, group, guided, independent and one-to-one approaches; and knowing how to model, question, and prompt learning through dialogue. We know that these strategies improve the quality of children’s learning and increase the progress that they make. Each of these elements is an area of distinct professional competence, which good teachers develop and use, and which have a direct impact on children's engagement, motivation and progress in learning. Each element is supported by a short slide presentation; and an elearning module that supports teachers working in a more extended way on developing this aspect of their teaching, in collaboration with others. Each elearning module is structured as a coherent piece of professional development designed to: introduce the element deepen understanding through examining and interrogating what ‘good’ practice looks like enable teachers, working together, to improve aspects of their teaching, by trying out ideas in practice and reflecting on the impact on children's learning. These resources promote professional development in tried and tested approaches to pedagogy; they offer these approaches as a starting point, not as a rigid structure that must be followed. They promote a journey of improvement for individual teachers, supporting and being supported by others, with a common focus. Use of the materials needs to be allied with other highly effective professional development approaches, such as good practice visits to other schools, peer observation, coaching and feedback, Lesson Study, working with a higher education institution, including mentoring trainee teachers, and drawing on other specialist external expertise. Guided learning

Key aspects of modelling Explanation and demonstration Thinking aloud Teacher as the expert Helps scaffold children towards independence What is modelling? Modelling is an effective strategy in which a teacher demonstrates how to do a task while simultaneously describing and explaining the reasons for their actions. It enables children to: see how someone else tackles a task hear the ‘thinking aloud’ about decisions as they are made hear an explanation of the choices made at each stage ask questions about the process as it is happening. Effective modelling in lessons helps children to: move from dependence to independence develop the confidence to use processes for themselves accept that making mistakes is part of the learning cycle. Ask participants to reflect on when they last used modelling. Is it a frequent part of their repertoire? Share good examples with the group.

Ensuring success in modelling Discuss issues that may arise and also identify possible solutions (e.g. try to maintain a view of the class while writing notes for them by using an OHP, a laptop or an interactive whiteboard; try to keep turning round to write on a board to a minimum; maintain the pace of the lesson by using modelling for short periods only).

What next? Elearning modules Access the Teacher modelling online module and use it as the basis for a more extended exploration of the potential of questioning and dialogue in your teaching, working with other colleagues Sharing and developing approaches with other staff, e.g. through coaching or Lesson Study Reviewing progress and sharing practice 10 minutes The senior leadership team should identify the future direction for this area of development. This slide contains some suggestions. The need is to build on existing best practice as part of ongoing professional development: reflecting on and developing practice in the classroom working collaboratively between classes supported by teacher colleagues and school leaders.