K1.2 A range of teacher- and student-led pedagogical strategies and how they are used within a lesson

Educational, or related to teaching

The teacher

The function or work of a teacher, the art or science of teaching; education; instructional methods

Where the adult is at the centre of the learning process, they take on a traditional role which relies on instruction and a closely controlled environment and curriculum.

• Lecture/presentation

• Rote learning

• Call-and-response questioning

• Teacher-led feedback

The adult presents information to pupils about a given topic. Pupils listen and then usually carry out their work based on what they have listened to.

It requires pupils to learn something by heart through repetition. An example of this might be learning times tables through saying them many times.

When the teacher requires a specific response from pupils to get their attention or to ask them for a particular answer.

• For praise and encouragement

• To ask further questions

• To scaffold children’s learning in order to deepen it or direct it in a particular way

They encourage children and young people to lead the learning through their own interests and to listen to the views and options of others.

To facilitate, coach and encourage learners

• Collaborative learning

• Inquiry-based learning

• Discussions/debates

• Practical tasks

• Self-assessment

• Peer assessment

• Sustained shared thinking

• Digital learning communities

• Massive open online courses (MOOCs)

• Virtual reality aids

• Discussion forums

• Social networks

• Video-sharing websites

Pupils working together to collaborate on a task, they will need to listen to one another’s ideas and opinions and think about the best way to reach the learning objective.

Work with others towards a common goal and think about views other than their own.

As a way of engaging pupils in the learning process from the start, as it is based on what they want to know. It might be used at the start of a new topic to find out what the students want to learn.

• Put their own ideas forward

• Think about how to present an argument to others

• Listen to others

• Think about other’s points of view

• Balance advantages and disadvantages

Plan and evaluate what they have done by writing about it.

First pupils look at the learning objective, then they go back over their work to check whether they have met them.

When pupils work together over a certain time to solve a problem or develop and extend their learning.

Online private groups which facilitate pupils’ learning through technology.

• peer-to-peer learning

• Collaborating on projects

• Meeting specific learning objectives

Courses of study that have unlimited students, they are accessed online but they are context-based which means they are more open-ended than online courses.

Virtual environments created by a computer, accessed through headsets or 3D goggles.

• Visiting aspects of history

• Looking at aspects of the world, like natural disasters

• Visualising 3D design

Electronic message boards which pupils use to have discussions and conversations through messaging others.

• The teacher is able to direct learning and is in control of learners

• Pupils work through tasks independently and teachers find out through marking their work what they understand and how they have applied it

• Pupils are given more structure to their learning and some may prefer this

• Pupils are not proactive and are waiting for the teacher to direct their learning

• Pupils could become disengaged or switch off

• Strategies such as rote learning do not allow for a deeper understanding

• It may be less meaningful for pupils

• Pupils are not encouraged to express themselves and have less time to ask questions

• Pupils are responsible for their own learning and progress

• They are encouraged to support and collaborate with others rather than compete with them

• Develops communications skills

• All pupils are involved and actively participating

• Encourages pupils to self-reflect on their learning

• Gives some pupils greater motivation

• Might lead to a noisier classroom environment

• More difficult for teachers to manage

• Teachers may not be able to track what individual pupils have learnt

• Sometimes relies on technology

• Less socially confident pupils may be less confident/comfortable with it

It is based on the idea that learning can be encouraged through the use of praise, rewards and adults role-modelling or showing pupils how to do something.

It focuses on the processes involved in learning and puts the emphasis on the learner, rather than the teacher, who will act as a guide. It is a personal process in which learners construct their own knowledge from what they experience.

It states that learning happens through interacting with others and values the collaboration between learners. Working in groups and sharing ideas through their interactions will shape the way that they develop their knowledge.

It is a learner-centred approach that is based on the whole person.

Technology, the resulting information and connection with others

• questioning

• direct instruction

• project-based learning

• virtual reality

• enquiry based learning

• modelling

• sustained shared thinking

• reflection

• MOOCs

• gameification

student-initiated learning