1. Improving teaching: leading learning – Primary
Guided learning
Introductory slides
The purpose of this session is to provide an introduction and starting point to CPD development on Guided learning.
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.

2. 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.

3. 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

4. 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.

5. Questioning and dialogue
CPD modules
Learning
objectives
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 pupil 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

6. Guided learning What is guided learning?
During a guided learning session, the teacher works directly with a small group of children of similar need or ability, once the main teaching or ‘shared’ part of the lesson has concluded.
What happens in a guided session?
The teacher works with a small group of about six children, grouped according to their ability or particular learning needs, usually for about 20 minutes.
The rest of the class works independently, supported by a teaching assistant where necessary.
The emphasis is on supporting children as they apply new learning in order to help them to become independent.
The teacher plans the session, which is structured so that they can intervene at the point of application, supporting and monitoring children’s learning in a way that is not always possible in the whole-class situation.

7. What is guided learning not?
Unique to literacy
A catch-up activity
Always separate from classwork
An opportunity for the teacher to sit with a group, helping them as the need arises
The same as group work
Use this and the next slide to introduce the concept of guided learning.
As background, the following summary of the theoretical principles underpinning guided learning might be useful:
Learning is a social activity in which talk is fundamental.
Knowledge is jointly constructed and achieved.
Scaffolding provides support and focus through a gradual shifting of responsibility and control to the child.
Metacognition, consciously focusing on and reviewing learning strategies and progress, is integral to learning.
Language, thinking and learning are interrelated.
Motivation and the disposition to learn are important parts of learning.
Learning is structured into distinct episodes that follow a clear sequence that increases in cognitive demand.
Teaching is designed to outpace rather than follow development.
Teaching and learning are interactive, being part of a structured, focused dialogue between teacher and children and among children themselves.
The idea of social construction is based on the work of Bruner and Vygotsky. In simple terms, a group is capable of better solutions than an individual. The processes in the joint thinking and talk can gradually be internalised and applied by individual children rehearsing socially what they later can apply individually.
Guided learning has developed as a way of building these principles into a practical pedagogic approach that can be developed across the curriculum.

8. Guided learning is… …an approach that:
enables teachers to address the learning needs of their children during mainstream, quality-first teaching
makes good use of the value added by a teacher facilitating learning, supporting children at the point of learning, identifying and addressing misconceptions and thus supporting children to greater independence
focuses on the application of the skills taught and helps children understand how to apply their learning in context.
It is important to emphasise that guided learning is appropriate for all children, including for stretching more able children. It should be focused on addressing the next step for that group of children.

9. In a guided session
The teacher works with a small group of about six children, grouped according to their ability or particular learning needs, usually for about 20 minutes.
The rest of the class works independently, supported by a teaching assistant if one is available.
The emphasis is on supporting children as they apply new learning, in order to help them to become independent.
The elearning module offers some suggestions for how to make guided work manageable, particularly when it is being introduced.

10. Guided learning A teaching sequence Learning check – ‘Remember’
‘Model’
Scaffolded work – ‘Try’
Independent work – ‘Apply’
Review/share/appraise – ‘Secure’
Effective guided learning is based on an instructional sequence that provides a framework that can be adapted and used in guided sessions to develop the knowledge, skills and understanding in subjects across the curriculum. This approach of ‘Remember’ – ‘Model’ – ‘Try’ – ‘Apply’ – ‘Secure’ may be familiar as a way of working in whole-class teaching or one-to-one tuition. In a guided session, the elements can be very focused and swift.

11. What next? Elearning modules
Access the Guided learning 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.