Framework for Teaching

Teaching is at the core of our goal 'Success For All'. Good teaching means effective learning, and that is what we should be striving for in every lesson.

The 'WIS Framework for Teaching' is designed to put in place a structure and pedagogy which supports these aims. It is not a highly prescriptive curriculum, but a useful framework within which to plan and deliver effective lessons.

The key principles and beliefs
underpinning the framework are, in no particular order, as follows:

• Teachers are not super-human. We should therefore do all we can to make the teacher's job as manageable as possible, recognising time constraints and practical classroom issues.

• We need to build on prior learning, and both our pedagogy and curriculum should reflect pupils' experiences from the previous year, class, lesson or school.

• This framework gives a great deal of attention to using oral work to develop understanding. Just because a pupil has 'got it down in his/her book' does not mean they have learnt anything.

• The framework provides excellent opportunities to develop pupils' capacity to think for themselves, and is designed to ensure that pupils are required to engage with the learning right through the lesson. There is little opportunity to disengage.

• Emphasis is placed on the role of the teacher in modelling as part of the teaching process.

• Pupils are expected to listen to both the teacher and each other. The role of pupils 'taking the lesson forward' is an important part of the pedagogy.

• The framework recognises the importance of having a basic structure to lessons in the first place. Good learning takes place where there has been good planning, and clear 'signalling' to pupils as the lesson moves from one stage to the next.

• Reinforcement or 'over-learning' is built into lesson structures. This also provides an excellent opportunity for formative assessment, thus enabling the teacher to check for understanding and adjust planning when necessary.

• The framework adopts a pragmatic approach to issues surrounding differentiation. By establishing a pedagogy based on integration rather than total differentiation, the approach helps to make the teachers' job easier, and 'keeps the pupils together', thus allowing equal access to quality texts, for example. It challenges the more able, and supports those who move at a slower pace.

• The framework recognises the importance of pace and challenge within lesson planning.

• The framework should not be viewed as a straitjacket. It is designed to be used flexibly. The underlying issue should be one of 'fitness for purpose'.

Typical lesson structure

The framework is based on three stages within every lesson.
1. Starter
2. Main teaching phase
3. Conclusion

Starter

• The aim of the starter is to get the group settled and focused ('warm up the brain').

• Short tasks, quizzes or 'brain teasers' are often useful ways of getting pupils thinking.

• Pupils should follow the same routines at the start of every lesson (eg. work, equipment and planners out, bags on the floor).

• The starter should review the last lesson and/or homework.

• It sets the aims for the lesson ahead.

• It's not based on 'hands up'.

• Teachers should avoid confrontation with difficult pupils wherever possible.

• Homework and 'key words' should be written in planners.

• The starter should start quickly and not overrun.

Main teaching phase
This section addresses the key learning objectives and is teacher-led.

• The whole class moves at the same speed.

• Learning is assessed orally throughout the phase.

• Opportunities are provided for pupils to develop their confidence in speaking and listening.

• A large part of the phase is interactive, both between teacher and pupils, and between the pupils themselves.

• It is not didactic, with the teacher as deliverer and the pupils in receipt.

• It is important for the teacher to plan the transition between each part of the phase carefully.

There are a number of techniques which make up the repertoire of strategies the teacher can employ:

Teacher exposition/demonstration
This technique will often start off the main teaching phase.

• It should employ a good range of resources.

• Teachers should 'commentate' on their thinking when explaining or modelling.

• New language/spellings should be 'flagged up'.

• Teaching should not be punctuated by questioning the class. Pupils should be concentrating on understanding what is happening, and on trying to remember what they have learnt.

• It should be made clear that pupils will have a chance to ask questions at the end of each 'chunk' of learning.

Pair / group discussion work
• This is a very good way of ensuring all pupils are engaged in the lesson, and provides excellent opportunities for pupils to think for themselves in a less pressurised setting than whole-class questioning.

• It provides a good link between teacher exposition and structured whole class questioning or pupil demonstration.

• Clear timescales and expected outcomes need to be set by the teacher.

• Teachers should not be worried about all pupils 'reporting back'. The main aim of this technique is to allow opportunities for all pupils to engage with the learning.

Structured questioning
This provides opportunities to develop understanding. Teachers should:

• Ensure a range of questions are asked from low to high order ('descriptive, reflective, speculative').

• Rarely use hands up - much better to select pupils to answer. This enables teachers to ensure pupils have had adequate 'thinking time', and means questions can be targeted to push more able pupils.

• Teachers should not be afraid to ask the same pupil a series of progressively more challenging questions.

• Teachers should not repeat a pupil's answer. This encourages pupils to mumble. If a pupil is too quiet he/she should be encouraged to repeat the answer more audibly.

• If a pupil is reluctant to answer, then give them time to respond. If this fails, rephrase the question or ask another instead. Never move on to another pupil until you have gained a response and praised it.

This is perhaps the hardest technique to introduce, but the one which can contribute the most to learning when successfully implemented.

It is very dependent on the creation of the right classroom ethos, and the teacher needs to train pupils in the routines.

• It is best used towards the end of the main teaching phase.

• The teacher should model an explanation first, followed by a confident pupil first.

• When pupils are at the front, the teacher should consider moving to the side of the room.

• Listening pupils should be encouraged to give feedback, and ask questions of the pupil at the front.

Independent practice
The aim is to reinforce and develop learning from the interactive parts of the main teaching phase, and will often be the last part of the main teaching phase. Independent practice will usually involve pupils working as individuals, but in some practical subjects it may be more appropriate to work in groups.

• Time is provided for the teacher to support less able pupils.

• Tasks can be set to develop further more able pupils' thinking and understanding.

• Independent practice provides opportunities to check understanding.

• The teacher needs to explain very clearly:

1. how written or practical work should be presented
2. where it should be done.
3. the importance of handwriting, spelling, punctuation, etc, where appropriate.
4. any health and safety considerations.

• Where appropriate, pupils should mark or evaluate their own or each others' work at the end of the phase.

• This enables pupils to gain early feedback on their progress and understanding.

• For some practical subjects, more time may well need to be given to independent practice than is suggested in the broad guidelines.

Conclusion / Plenary

• An opportunity for reflection.

• A chance for pupils to express what they've learnt, and for the teacher to check for understanding.

• The teacher should summarise key learning points.

• Homework can be explained/demonstrated.

• Opportunity to praise the group on how they are working.

• It is important for the teacher to protect this time and for a routine to be followed for every lesson.

Pre-conditions for learning

For the framework to be effective, there are certain pre-conditions for learning which need to be in place.

Classroom culture
The framework is about:

1. collaboration in the classroom, not competition or humiliation.
2. integration, not 'absolute' differentiation.
3. dialogue, not monologue.

• Clearly we need to recognise that it will take time to train pupils to accept some aspects of the framework.

• It is important for teachers to make very explicit what they expect pupils to actually do at every stage in a lesson.

• Teachers should always challenge behaviour that does not meet expectations, in line with the School Code of Conduct. As always, it is the notion of respect which underpins both the WIS Framework for Teaching and our Code of Conduct.

Layout of teaching space
There are a number of principles which underpin how the space should be organised.

• Pupils should all be facing the main focus for explanation/demonstration/central resources (eg, OHP, TV, Interactive Whiteboard etc).

• Pupils should be able to see and hear each other

The best layout is a horseshoe, and the design of the school's permanent home will try to ensure this arrangement can be set up in all teaching spaces.