{"id":1571,"date":"2026-06-29T14:17:54","date_gmt":"2026-06-29T14:17:54","guid":{"rendered":"https:\/\/staging.routledgelearning.com\/learningtoteach\/?page_id=1571"},"modified":"2026-08-05T14:39:00","modified_gmt":"2026-08-05T14:39:00","slug":"chapter-5-helping-pupils-learn","status":"publish","type":"page","link":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-5-helping-pupils-learn","title":{"rendered":"Chapter 5: Helping Pupils Learn"},"content":{"rendered":"\n<div class=\"wp-block-group has-background has-global-padding is-layout-constrained wp-block-group-is-layout-constrained\" style=\"background-color:#fde5c6;margin-top:0;margin-bottom:0;padding-top:var(--wp--preset--spacing--60);padding-bottom:var(--wp--preset--spacing--60)\">\n<div class=\"wp-block-group alignwide is-layout-flow wp-container-core-group-is-layout-17bc9e36 wp-block-group-is-layout-flow\" style=\"padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\"><nav style=\"--separator: &quot;\/&quot;\" class=\"wp-block-breadcrumbs has-extra-small-font-size\" aria-label=\"Breadcrumbs\"><ol><li><a href=\"https:\/\/staging.routledgelearning.com\/learningtoteach\/\">Home<\/a><\/li><li><a href=\"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\">Chapter Resources for Students<\/a><\/li><li><span aria-current=\"page\">Chapter 5: Helping Pupils Learn<\/span><\/li><\/ol><\/nav>\n\n<h1 style=\"margin-bottom:var(--wp--preset--spacing--40)\" class=\"wp-block-post-title has-large-font-size\">Chapter 5: Helping Pupils Learn<\/h1>\n\n\n<p class=\"wp-block-paragraph\">Chapter 5 is about helping pupils learn. It has nine units \u2013 the ways pupils learn, active learning, teaching styles, improving your teaching, closing the achievement gap, neuroeducation, critical thinking, a language-rich classroom and pedagogy \u2013 the science, craft and performance of teaching.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">There are two explainer videos in this section. One provides an overview of the chapter, while the other focuses on practitioner research to help you develop your teaching.<\/p>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-32cf9ef6 wp-block-group-is-layout-constrained\" style=\"padding-top:var(--wp--preset--spacing--60);padding-bottom:var(--wp--preset--spacing--60)\">\n<div class=\"wp-block-group has-base-background-color has-background is-layout-flow wp-block-group-is-layout-flow\" style=\"padding-top:0;padding-bottom:var(--wp--preset--spacing--30)\">\n<div class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:0;padding-top:0;padding-right:0;padding-bottom:0;padding-left:0\">\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Explainer Video 6\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/HzxNDWzwTGk?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-824349a4 wp-block-group-is-layout-constrained\" style=\"margin-top:0;margin-bottom:0;padding-top:var(--wp--preset--spacing--40);padding-right:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40);padding-left:var(--wp--preset--spacing--40)\">\n<h2 class=\"wp-block-heading\">Helping pupils learn<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Helping pupils learn by blending teaching approaches.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-f7ccf84a wp-block-group-is-layout-constrained\" style=\"padding-top:var(--wp--preset--spacing--50);padding-bottom:var(--wp--preset--spacing--50)\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-4805a82d wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:75%\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-bf7dce52 wp-block-group-is-layout-constrained\" style=\"padding-top:var(--wp--preset--spacing--50);padding-right:var(--wp--preset--spacing--60);padding-bottom:var(--wp--preset--spacing--50)\">\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-5-1\" class=\"wp-block-heading\">5.1 Ways Pupils Learn<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The additional materials for 5.1 include a PDF of additional information and tasks, as well as the information from Table 5.1.1 \u2013 Psychological and cognitive research influences on education \u2013 to understand the relevant psychological and cognitive research. We\u2019ve also provided a helpful video link about Piaget, as well as a useful link to a ResearchEd video on Dual Coding.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-1&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-1-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-1\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-1\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-1-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-4f489423460954aa321b3aaec381f320\" style=\"color:#004e6c\">Supplementary Materials for Unit 5.1<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">We\u2019ve added some additional information and tasks to help you engage further with this unit. <\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/update\/Unit5-1.pdf\">Download Supplementary Materials for Unit 5.1<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-59fdd2f0faf1b43d3f4c5f3747072463\" style=\"color:#004e6c\">Table 5.1.1 Psychological and cognitive research influences on education<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\">5.1 Factors for effective learning<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">In the unit column, add unit 5.3 to the following rows: Behaviourist Learning Theory; Social Learning (later Social Cognitive) Theory; Social Constructivist Theory; Constructivist Theory<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The Piaget video in unit 4.3 will also be helpful here<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><th><strong>Theories<\/strong><\/th><th><strong>Key Propositions\/Ideas<\/strong><\/th><th><strong>Implications for Learning<\/strong><\/th><th><strong>Main<\/strong>&nbsp;<strong>Theorists<\/strong><\/th><th><strong>Units<\/strong><\/th><\/tr><\/thead><tbody><tr><td>Behaviourist Learning Theory<\/td><td>Started with experiments on animals; emphasises external stimuli for learning; concepts of operant and classical conditioning<\/td><td>Instructional learning, guided discovery, behaviour reinforcement\/management<\/td><td>Pavlov (1897) Watson (1913) Skinner (1957)<\/td><td>3.3, 5.3, 5.7<\/td><\/tr><tr><td>Social Learning (later Social Cognitive) Theory<\/td><td>Emphasises impact of observational learning on cognition \u2013 abstract rules extracted from observing behaviour without such rules being explicitly stated; bridges behaviourist and cognitive-developmental theories<\/td><td>Peer learning, eg. \u2018laddish\u2019 ethos; modelling socially acceptable behaviour and norms<\/td><td>Bandura (1977)<\/td><td>1.1, 5.3, 5.7<\/td><\/tr><tr><td>Gestalt Theory<\/td><td>Perception driven by the brain\u2019s search for \u2018wholeness\u2019; people reorganise information to impose order on it using principles of proximity, similarity, figure-ground, continuity, closure and connection<\/td><td>Provide big picture in advance of detailed information; ensure context is clear<\/td><td>Wertheimer (1923) Koffka (1935) Kohler (1940)<\/td><td>&nbsp;<\/td><\/tr><tr><td>Cognitive \u2013Develop Mental Theory<\/td><td>Developmental maturation through stages needed for learning; experience of world leads to&nbsp;<em>assimilation&nbsp;<\/em>and<em>&nbsp;accommodation<\/em>&nbsp;of new concepts Extrapolation of stage theory beyond cognition to social, emotional and ethical development<\/td><td>Pupils only learn certain concepts when ready; provide pupil-centred discovery learning; concrete examples assist abstract thinking. Discuss moral issues; be alert to adolescent sensitivities<\/td><td>Piaget (1932) &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Kohlberg (1976) Selman (1980)<\/td><td>4.3 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 4.5<\/td><\/tr><tr><td>Meta cognition and Self-Regulation Theories<\/td><td>Learning to learn: understanding and controlling own learning strategies<\/td><td>Encourage techniques for remembering, ways of presenting information when thinking and approaches to problem-solving<\/td><td>Flavell (1979) Adey (1992, 2008) Shayer and Adey (2002)<\/td><td>4.3, 5.5, 6.1<\/td><\/tr><tr><td>Social Constructivist Theory<\/td><td>Knowledge is socially constituted and actively restructured through experience with the environment; language is central to development of thinking<\/td><td>Use group work, pupil talk and teacher scaffolding\/structured intervention to promote higher level thinking<\/td><td>Vygotsky (1962, 1978) Bruner (1966) Wood 1988<\/td><td>5.3, 5.7<\/td><\/tr><tr><td>Constructivist Theory<\/td><td>People make their own sense of things in a unique way by examining it in relation to prior conceptions and experiences and see to what extent it fits; existing conceptions are paramount<\/td><td>Avoid direct instruction \u2013 create situations which facilitate pupils constructing their own knowledge starting with their own mis\/conceptions<\/td><td>Driver and Bell (1986)<\/td><td>&nbsp;5.3<\/td><\/tr><tr><td>Information \u2013 processing theory<\/td><td>Concept development involves reconstructing rather than recalling \u2018schema\u2019; key memory and retrieval processes are attention, analysis and retention.<\/td><td>Link new knowledge to what is already known; move from general to specific using sequential procedures; use key words and ideas to cue the learner; meaningful not rote learning.<\/td><td>Bartlett (1932) Baddeley and Hitch (1974) Rumelhart and McClelland (1986)<\/td><td>5.3<\/td><\/tr><tr><td>Cognitive Load Theory<\/td><td>CLT builds from IP theory; extraneous stimuli impedes pupils\u2019 ability to process new information and to create long-term memories<\/td><td>Information overload and distractions must be avoided or limited<\/td><td>Sweller (1988)<\/td><td>&nbsp;<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Piaget&amp;apos;s Theory of Cognitive Development\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/IhcgYgx7aAA?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-e49f063f3361a555a3aaa8e53a8edbae\" style=\"color:#004e6c\">Cognitive Load Theory<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">View the series of simple videos on Cognitive load theory on YouTubePlay<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Cognitive Load Theory 1 - An introduction\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/KbzmM30NXNQ?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-aff9918a6208964a3a4a5f953412cdc2\" style=\"color:#004e6c\">Dual coding<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Watch this video to explore how dual coding can help us organize ideas.Play<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"researchED Home 2020 Oliver Caviglioli: Dual Coding to Organise Ideas\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/vsKBWsW2Unw?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-5-2\" class=\"wp-block-heading\">5.2 Active Learning<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The additional materials for 5.2 include useful graphics on active learning concepts to support the unit.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-2&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-2-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-2\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-2\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-2-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading\">Unit 5.2 Learning concepts infographics<\/h3>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Unit-5.2-Learning-Concepts-infographics.zip\">Download Unit 5.2 Learning Concepts infographics<\/a><\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\">\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" fetchpriority=\"low\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/ICT-and-Flipped-Learning-M.jpg\" alt=\"\"\/><figcaption class=\"wp-element-caption\">ICT and Flipped Learning<\/figcaption><\/figure>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" fetchpriority=\"low\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Rote-learning-M.jpg\" alt=\"\"\/><figcaption class=\"wp-element-caption\">Rote learning<\/figcaption><\/figure>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" fetchpriority=\"low\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-Learning-how-to-learn-M-2.jpg\" alt=\"\"\/><figcaption class=\"wp-element-caption\">Lifelong learning and learning how to learn<\/figcaption><\/figure>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" fetchpriority=\"low\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-BR-M.jpg\" alt=\"\"\/><figcaption class=\"wp-element-caption\">Principles of Instruction<\/figcaption><\/figure>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" fetchpriority=\"low\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-Darts-M2.jpg\" alt=\"\"\/><figcaption class=\"wp-element-caption\">DARTs<\/figcaption><\/figure>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" fetchpriority=\"low\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-Growth-Mindset-M2.jpg\" alt=\"\"\/><figcaption class=\"wp-element-caption\">Growth Mindset<\/figcaption><\/figure>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" fetchpriority=\"low\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-HB-M2.jpg\" alt=\"\"\/><figcaption class=\"wp-element-caption\">Bloom&#8217;s Taxonomy<\/figcaption><\/figure>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" fetchpriority=\"low\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-IL.-M-2-F.jpg\" alt=\"\"\/><figcaption class=\"wp-element-caption\">Interdisciplinary Learning<\/figcaption><\/figure>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" fetchpriority=\"low\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-JB-M2.jpg\" alt=\"\"\/><figcaption class=\"wp-element-caption\">Discovery Learning<\/figcaption><\/figure>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" fetchpriority=\"low\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Poster-NM-M2.jpg\" alt=\"\"\/><figcaption class=\"wp-element-caption\">Thinking Together<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-5-3\" class=\"wp-block-heading\">5.3 Teaching Styles<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The additional materials for 5.3 include examples of activities that teachers might use in the classroom, as well as flashcards based on Mosston and Ashworth\u2019s \u2018Continuum of teaching styles\u2019,<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-3&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-3-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-3\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-3\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-3-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-13091915 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;margin-bottom:var(--wp--preset--spacing--70);padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading\">Examples of activities that teachers might use in the classroom<\/h3>\n\n\n\n<div class=\"wp-block-columns has-global-padding is-layout-constrained wp-container-core-columns-is-layout-be8de3f4 wp-block-columns-is-layout-constrained\">\n<div class=\"wp-block-column has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-column-is-layout-54d33934 wp-block-column-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40);flex-basis:50%\">\n<ul class=\"wp-block-list\">\n<li>Mind maps<\/li>\n\n\n\n<li>Case studies<\/li>\n\n\n\n<li>Computer assisted learning<\/li>\n\n\n\n<li>Creative writing<\/li>\n\n\n\n<li>Directed Activities Related to use of texts (DARTS)<\/li>\n\n\n\n<li>Debating<\/li>\n\n\n\n<li>Designing<\/li>\n\n\n\n<li>Developing multimedia presentations<\/li>\n\n\n\n<li>Podcasts<\/li>\n\n\n\n<li>Animations<\/li>\n\n\n\n<li>Videos<\/li>\n\n\n\n<li>Diaries<\/li>\n\n\n\n<li>Drama\/role play<\/li>\n<\/ul>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:50%\">\n<ul class=\"wp-block-list\">\n<li>Formal presentations<\/li>\n\n\n\n<li>Games<\/li>\n\n\n\n<li>Interviewing<\/li>\n\n\n\n<li>Problem solving<\/li>\n\n\n\n<li>Reports<\/li>\n\n\n\n<li>Reciprocal teaching<\/li>\n\n\n\n<li>Role play<\/li>\n\n\n\n<li>Simulations<\/li>\n\n\n\n<li>Small group discussion.<\/li>\n\n\n\n<li>Surveys<\/li>\n\n\n\n<li>Teacher demonstration<\/li>\n\n\n\n<li>Visitors<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-c0fc82097bc6e3051a67222a54f12171\" style=\"color:#004e6c\">Mosston and Ashworth\u2019s \u2018Continuum of teaching styles\u2019<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Use these flashcards to quickly test your understanding of the various teaching styles.<\/p>\n\n\n\n<!-- Swiper -->\n<div class=\"swiper mySwiper\">\n    <div class=\"swiper-wrapper\">\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>The command style<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>This style is often described as autocratic or teacher centred. It is appropriate in certain contexts, e.g. teaching safe use of equipment, learning particular routines in dance.<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>The practice style<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>Whilst similar to the command style, there is a shift in decision-making to pupils and there is more scope with this style for the teacher to work with individuals whilst the group is occupied with practice tasks.<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>The reciprocal style<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>The pupils learn by working in pairs. Each partner is actively involved \u2013 one as the \u2018doer\u2019 and one as the \u2018teacher partner\u2019. The class teacher works with the \u2018teacher partner\u2019 to not only improve mastery of the topic under consideration but also to help develop their capacity to evaluate and provide feedback. This style provides rich possibilities for interaction and communication among pupils. Pupils can also learn to judge performance against criteria.<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>The self-check style<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>This style is designed to develop the learner\u2019s ability to evaluate their own performance. The teacher sets the task and the pupils evaluate their own performance against set criteria and agree goals in collaboration with the teacher.<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>The inclusion style<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>In this style, differentiated tasks are presented to ensure that all pupils gain some feeling of success and so develop positive self-concepts, e.g. if an angled bar is provided for high jump practice, all pupils can succeed as they choose the height over which to jump. They decide at what level to start.<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Guided discovery style<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>The teacher plans the programme on the basis of the learners\u2019 competence. The teacher then guides the pupil to find the solution \u2013 reframing the question and task if necessary but always controlling the teaching agenda. Pupils with special educational needs are often taught in small groups and this approach might be used by the teacher to develop an individualised learning programme for each pupil.<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Convergent discovery style<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>In this style there is a single desired outcome to the learning episode, but the learners have autonomy over processes and presentation. The teacher provides feedback and clues (if necessary) to help them reach the correct outcome.<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Divergent discovery style<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>Learners are encouraged to find alternative solutions to a question, e.g. in approaching a design problem in art. Multiple solutions are possible and the learners assess their validity, with support from the teacher if necessary.<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>The learner designed individual programme<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>A pupil designs and carries out a programme of work within a framework agreed and monitored by the teacher. Pupils carrying out open-ended investigations to answer a particular question in science provide an example of this style. The knowledge and skills needed to participate in this method of learning depend on the building up of skills and self-knowledge in earlier learning experiences.<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Learner-initiated style<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>At this point on the continuum, the stimulus for learning comes primarily from the pupil, who provides the question to investigate as well as the method of investigation. Thus, the pupil actively initiates the learning experience and the teacher provides support. Giving homework that allows pupils freedom to work on their own areas of interest in their own way might fall into this category. However, Mosston and Ashworth make the point that this kind of learning arises \u2018only when an individual approaches the teacher and initiates a request to design his\/her own learning experiences\u2019. When teachers ask pupils to do a project it cannot be construed to be an example of this style\u2019 (Mosston and Ashworth, 2002, p.284\u2013285).<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <div id=\"flashcard-instruction\" class=\"sr-only\">Press Enter or Space to flip the card<\/div><div id=\"flip-announcement\" class=\"sr-only\" role=\"status\" aria-live=\"polite\"><\/div>\n\n    <\/div>\n\n    <div class=\"swiper-button-next\"><\/div>\n    <div class=\"swiper-button-prev\"><\/div>\n    <div class=\"swiper-pagination\"><\/div>\n    \n<\/div>\n<div role=\"region\" aria-live=\"polite\" id=\"announcement\" class=\"visually-hidden\"><\/div>\n\n<script>\n\nvar swiper = new Swiper(\".mySwiper\", {\n    pagination: {\n    el: \".swiper-pagination\",\n    type: \"fraction\",\n    },\n    navigation: {\n    nextEl: \".swiper-button-next\",\n    prevEl: \".swiper-button-prev\",\n    },\n});\n\n\n\nconst flipCards = document.querySelectorAll('.flip-card');\n  const announcement = document.getElementById('announcement');\n\n  flipCards.forEach(flipCard => {\n    flipCard.addEventListener('click', () => {\n      flipCard.classList.toggle('flipped');\n      const frontContent = flipCard.getAttribute('data-front');\n      const backContent = flipCard.getAttribute('data-back');\n      const isFlipped = flipCard.classList.contains('flipped');\n      \n      if (isFlipped) {\n        announcement.textContent = `${backContent} is now visible.`;\n      } else {\n        announcement.textContent = `${frontContent} is now visible.`;\n      }\n    });\n\n    flipCard.addEventListener('keydown', event => {\n      if (event.key === 'Enter' || event.key === ' ') {\n        flipCard.classList.toggle('flipped');\n        const frontContent = flipCard.getAttribute('data-front');\n        const backContent = flipCard.getAttribute('data-back');\n        const isFlipped = flipCard.classList.contains('flipped');\n        \n        if (isFlipped) {\n          announcement.textContent = `${backContent} is now visible.`;\n        } else {\n          announcement.textContent = `${frontContent} is now visible.`;\n        }\n      }\n    });\n\n    flipCard.addEventListener('focus', () => {\n      const frontContent = flipCard.getAttribute('data-front');\n      announcement.textContent = `Card: ${frontContent}  Press Space or Enter to flip`;\n    });\n\n    flipCard.addEventListener('blur', () => {\n      announcement.textContent = '';\n    });\n  });\n<\/script><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-5-4\" class=\"wp-block-heading\">5.4 Improving Your Teaching<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The additional materials for 5.4 include the practitioner research explainer video, as well as a useful \u2018What is Action Research\u2019 video link in YouTube. The author has provided a PDF of Lesson Reflection using Brookfield\u2019s Lenses, which will support this approach to developing your own teaching from a research perspective.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-4&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-4-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-4\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-4\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-4-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-56a3d2b27ad1c75bb260c4340abeea2c\" style=\"color:#004e6c\">Explainer Video: What is Practitioner Research?<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">The importance of reflection and research-based practice.<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Explainer Video 10\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/vr4neDf1GQA?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-f3b8cea9822b1690f1b3c3b7b1673dce\" style=\"color:#004e6c\">Additional Content for Unit 5.4<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">We\u2019ve added some additional information to help you engage further with this unit.<\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/update\/5-4_AdditionalContent.pdf\">Download Additional Content for Unit 5.4<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-168677b4c67843e583acc1caef27b0a0\" style=\"color:#004e6c\">What is Action Research?<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Watch this video to learn more about action research.<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"What is Action Research? A Visual Explanation.\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/Ov3F3pdhNkk?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-cd8a89ef06021ebb0562b91b8911eb24\" style=\"color:#004e6c\">Lesson reflection using Brookfield\u2019s Lenses<\/h3>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/downloads\/5.4-Lesson-Reflection-using-Brookfield%27s-Lenses.pdf\">5.4 Lesson Reflection using Brookfield\u2019s Lenses<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-5-5\" class=\"wp-block-heading\">5.5 Closing the Achievement Gap: Self-Regulation and Personalising Learning<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">For unit 5.5 we have included information based on Classroom approaches: teaching\/pedagogical strategies.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-5&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-5-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-5\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-5\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-5-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-976e61fa56113cc8d2a1bf4ba7125d32\" style=\"color:#004e6c\">Classroom approaches: teaching\/pedagogical strategies<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Factors in teaching and learning impact on the personalisation of learning; in this unit, self-regulation is considered in detail. Other concerns are noted here; each covered in this volume:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><em>Grouping pupils and group work<\/em><\/strong>&nbsp;(see also Unit 2.3 and 4.1)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a><\/a>Collaborative group work is central to personalising learning \u2013 and differs from individual learning \u2013 so consideration of grouping options is helpful. Flexibility is key in ensuring a positive range of pupil experiences, and sometimes just for a refreshing change.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><em>Assessment for Learning<\/em><\/strong>&nbsp;(see also Units 6.1 and 6.2)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a><\/a>Assessment&nbsp;<em>for<\/em>&nbsp;Learning (AfL) and assessment&nbsp;<em>of&nbsp;<\/em>learning are both relevant improving learning and teachers are exhorted to understand how the design of educational activities can enhance pupil learning through considering \u2018assessment as part of pedagogy\u2019 (<a><\/a>Black and Wiliam, 2018, p.551).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><em>The importance of questioning techniques<\/em><\/strong>&nbsp;(see also Unit 3.1)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a><\/a>The quality of questions both to pupils and from pupils is important, and the 1956 work of Bloom is a still much-used (often adapted) way of thinking about higher-order questioning. Numerous different versions of Bloom\u2019s Taxonomy exist (Iowa State University, 2021), but a useful rule of thumb is to ensure that the higher-level aspects or types of thinking \u2013 analysis, evaluation and synthesis \u2013 are incorporated into all lessons (See Unit 5.2).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><em>Task setting, problem-solving and investigations<\/em><\/strong>&nbsp;(see also Unit 5.2, 5.3, 5.9)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a><\/a>Real-life problems and in-depth investigations are preferable to disconnected tasks or isolated activities. \u2018Thinking Actively in a Social Context\u2019 (TASC) (<a><\/a>Wallace, 2000), is a useful project planning and execution model for both long-term projects, and short-term activities. It is a flexible tool for thinking and discussing ideas and tasks, with no prescribed order for the various elements (below). The model can be presented in a circle with no specified start or end point.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Gather\/organise \u2013 What do I know about this?<\/li>\n\n\n\n<li>Identify \u2013 What is the task?<\/li>\n\n\n\n<li>Generate \u2013 How many ideas can I think of?<\/li>\n\n\n\n<li>Decide \u2013 Which is the best idea?<\/li>\n\n\n\n<li>Implement \u2013 Let\u2019s do it!<\/li>\n\n\n\n<li>Evaluate \u2013 How well did I do?<\/li>\n\n\n\n<li>Communicate \u2013 Let\u2019s tell someone!<\/li>\n\n\n\n<li>Learn from experience \u2013 What have I learned?<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><a><\/a>The model works well for all ages; there is guidance on its use on the National Association for Able Children in Education website (<a><\/a><a href=\"http:\/\/www.nace.co.uk\/\">www.nace.co.uk\/<\/a>), along with many other helpful resources.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><em>Cognitive issues: accelerated learning, learning styles and metacognition<\/em><\/strong>&nbsp;(see also Units 4.3, 5.1)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a><\/a>Some popular ideas about harnessing children\u2019s cognitive processes have been controversial, such as the initially attractive notion of relying on \u2018learning styles\u2019, which has been shown as sometimes detrimental (Bjork et al., 2013). Metacognition, however, is more about focusing on how we learn and how we can improve our learning. Useful metacognitive techniques incorporate self-regulation, which helps pupils analyse their own strengths and weakness and develop their self-understanding in relation to their work (see Units 4.3 and 5.1 for more on multiple intelligences and metacognition).<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-5-6\" class=\"wp-block-heading\">5.6 Educational neuroscience: Classroom practice and the brain<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The additional materials for 5.6 include the link to a website created by the author about the concepts in this chapter mapped to the ITT Core Content Framework and Early Career Framework. The author has also provided an Evidence Basis for this Unit annex that you can download.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-6&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-6-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-6\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-6\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-6-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-50ae6130ec601f553f90257fa8ef002e\" style=\"color:#004e6c\">Science of Learning<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\">Neuromyths: true or false?<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">The author has created a website about the concepts in this chapter mapped to the ITT Core Content Framework and Early Career Framework. Use these materials to develop your understanding of Neuroeducation: The Science of Learning:&nbsp;<a href=\"https:\/\/www.scienceoflearning-ebc.org\/\">https:\/\/www.scienceoflearning-ebc.org\/<\/a><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-5504a771f603157dc818c9cc12bbdc7e\" style=\"color:#004e6c\">Annex to Unit 5.6: Evidence basis for this unit<\/h3>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/downloads\/5.6-Annex-to-Unit-5.6.docx\">Annex to Unit 5.6<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-5-8\" class=\"wp-block-heading\">5.8 Creating a Language-Rich Classroom<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The additional materials for 5.8 include materials based on tasks in the unit. These are Task 5.8.1 Lesson Observation and Task 5.8.3 Incorporating Comprehension Strategies into Lessons, along with DART activities. &nbsp;<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-7&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-7-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-7\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-7\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-7-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-758ec282713070a0d2e1cc6dad93c07b\" style=\"color:#004e6c\"><strong>Task 5.8.1 Observing and analysing whole-class discussion<\/strong><\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Search on YouTube for \u201clesson observation secondary\u201d and choose a lesson snippet. Use this to complete this task.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Observe a five- to ten-minute episode of whole-class discussion.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Make a note of:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>How many conversational \u2018turns\u2019 the teacher takes.<\/li>\n\n\n\n<li>How many turns pupils take.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Reflect and evaluate:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>How far does the pattern of interaction fit the \u2018IRF\u2019 pattern described above? What happens in the \u2018third turn\u2019, when the teacher responds to the pupil?<\/li>\n\n\n\n<li>What does the teacher do to try to encourage pupil participation in the discussion?<\/li>\n\n\n\n<li>How successful are they in doing this?<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Discuss your reflections with a peer and\/or your mentor. Now pair up with a colleague and undertake the same exercise in one of the lessons you are teaching. Were the results what you had planned for? If not, why not?&nbsp; Record the outcomes of your reflections and discussions in your professional portfolio.ions and discussions in your professional portfolio.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-e40935d07857830b199a4ae153e41de1\" style=\"color:#004e6c\">Task 5.8.3 Incorporating comprehension strategies into lessons<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Take a text for your subject that you might use in a lesson and create a lesson activity that explicitly teaches one of the comprehension strategies outlined previously, perhaps using a DART activity.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Write a short paragraph explaining the rationale for the task you have developed.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-a994123023d66972f1cd036f3041adeb\" style=\"color:#004e6c\">DART activities<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Use these flashcards to test your knowledge of different types of DART activities.<\/p>\n\n\n\n<!-- Swiper -->\n<div class=\"swiper mySwiper\">\n    <div class=\"swiper-wrapper\">\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Text marking<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>underlining, annotating, or numbering the text to show sequence. Skills include: skimming or scanning to find specific information; deciding what is relevant; finding main ideas.<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Graphic reorganisation<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>reading and remodelling the information in another format, such as flow charts, diagrams, grids, lists, maps, charts, or concept maps. Skills include: identifying what is key and relevant; applying what is known in a new context; summary and prioritization; synthesising.<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Sequencing<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>reconstructing a text that has been cut into chunks. Skills include: analysing structure of the text; understanding link words; analysing the logic or organising principle of the text.<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Cloze<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>gap-filling tasks that involve the reader in actively constructing meaning. Skills include: close monitoring of comprehension; applying grammatical knowledge; applying existing knowledge of the topic; inferring and deducing; re-reading.<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Prediction<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>informed speculation about what happens next. Skills include: inference; drawing on reader knowledge of other similar texts; justifying decisions with textual evidence.<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <div id=\"flashcard-instruction\" class=\"sr-only\">Press Enter or Space to flip the card<\/div><div id=\"flip-announcement\" class=\"sr-only\" role=\"status\" aria-live=\"polite\"><\/div>\n\n    <\/div>\n\n    <div class=\"swiper-button-next\"><\/div>\n    <div class=\"swiper-button-prev\"><\/div>\n    <div class=\"swiper-pagination\"><\/div>\n    \n<\/div>\n<div role=\"region\" aria-live=\"polite\" id=\"announcement\" class=\"visually-hidden\"><\/div>\n\n<script>\n\nvar swiper = new Swiper(\".mySwiper\", {\n    pagination: {\n    el: \".swiper-pagination\",\n    type: \"fraction\",\n    },\n    navigation: {\n    nextEl: \".swiper-button-next\",\n    prevEl: \".swiper-button-prev\",\n    },\n});\n\n\n\nconst flipCards = document.querySelectorAll('.flip-card');\n  const announcement = document.getElementById('announcement');\n\n  flipCards.forEach(flipCard => {\n    flipCard.addEventListener('click', () => {\n      flipCard.classList.toggle('flipped');\n      const frontContent = flipCard.getAttribute('data-front');\n      const backContent = flipCard.getAttribute('data-back');\n      const isFlipped = flipCard.classList.contains('flipped');\n      \n      if (isFlipped) {\n        announcement.textContent = `${backContent} is now visible.`;\n      } else {\n        announcement.textContent = `${frontContent} is now visible.`;\n      }\n    });\n\n    flipCard.addEventListener('keydown', event => {\n      if (event.key === 'Enter' || event.key === ' ') {\n        flipCard.classList.toggle('flipped');\n        const frontContent = flipCard.getAttribute('data-front');\n        const backContent = flipCard.getAttribute('data-back');\n        const isFlipped = flipCard.classList.contains('flipped');\n        \n        if (isFlipped) {\n          announcement.textContent = `${backContent} is now visible.`;\n        } else {\n          announcement.textContent = `${frontContent} is now visible.`;\n        }\n      }\n    });\n\n    flipCard.addEventListener('focus', () => {\n      const frontContent = flipCard.getAttribute('data-front');\n      announcement.textContent = `Card: ${frontContent}  Press Space or Enter to flip`;\n    });\n\n    flipCard.addEventListener('blur', () => {\n      announcement.textContent = '';\n    });\n  });\n<\/script><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-5-9\" class=\"wp-block-heading\">5.9 Pedagogy: The Language of Teaching<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The additional materials for 5.9 include PowerPoints and a video from the English Speaking Union on secondary school oracy and a guide to oracy skill sets. We have also provided the detail of Table 5.9.1 on Essential learning theories underpinning pedagogy. One of the authors has recorded a video on the cooking analogy and Table 5.9.2 Examples of terms describing pedagogic tools has been expanded into flashcards.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-8&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-8-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-8\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-8\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-8-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-3d4c9326ef7353a8efb097ced662a0e8\" style=\"color:#004e6c\">5.9 Building your secondary school oracy culture with the ESU<\/h3>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/downloads\/5.9-Building-your-secondary-school-oracy-culture-with-the-ESU-.pptx\">Building your secondary school oracy culture with the ESU PowerPoint download<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-4c8c92fdfc91d63f55db8af8901c0f6f\" style=\"color:#004e6c\">5.9 Boosting your students\u2019 oracy skills with the ESU secondary school competition<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Video 5.9 Boosting your students\u2019 oracy skills with the ESU secondary school competition<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Webinar for Teachers: Overview of ESU Competitions 2022\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/p4p-_8-ywmQ?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/downloads\/5.9-Boosting-your-students%E2%80%99-oracy-skills-with-the-ESU-secondary-school-competition.pptx\">Building your secondary school oracy culture with the ESU PowerPoint download<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-9cd05814fb548164f742ac9636f32812\" style=\"color:#004e6c\">5.9 Oracy skill sets: a guide<\/h3>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\">5.9 Oracy Skill Sets: A Guide<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-7b52f1b22b65f029a8a72b55ff360760\" style=\"color:#004e6c\">Table 5.9.1 Essential learning theories underpinning pedagogy<\/h3>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-4805a82d wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p class=\"wp-block-paragraph\"><strong>Behaviourism<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Observable performance: what learners must do<\/li>\n\n\n\n<li>Stimulus and response<\/li>\n\n\n\n<li>Environment, routines, cues, prompts habits, mastery, practice<\/li>\n\n\n\n<li>Generalisation leads to application of learning<\/li>\n\n\n\n<li>Rewards and sanctions based on response reinforce learning<\/li>\n\n\n\n<li>Reactive learners<\/li>\n<\/ul>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p class=\"wp-block-paragraph\"><strong>Cognitivism<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Cognitive: thinking, problem-solving, processing<\/li>\n\n\n\n<li>Drawn from cognitive science; neuroscience<\/li>\n\n\n\n<li>Development of knowledge: reception, memory, organisation, retrieval<\/li>\n\n\n\n<li>Environment, explanations, think-aloud, modelling, feedback<\/li>\n\n\n\n<li>Active learners<\/li>\n<\/ul>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p class=\"wp-block-paragraph\"><strong>Constructivism<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Learner makes meaning from experience<\/li>\n\n\n\n<li>Links practice, knowledge and context in authentic and meaningful learning experiences<\/li>\n\n\n\n<li>Problem-based applications<\/li>\n\n\n\n<li>Focus on process as well as outcome<\/li>\n\n\n\n<li>Metacognition, self-regulation<\/li>\n\n\n\n<li>Social and collaborative learners<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-560f46c65d2337f54f216fece754650f\" style=\"color:#004e6c\">Cooking analogy<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">The Cooking Analogy is a useful way to understand the relationship between teaching and technology.<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Cooking Analogy\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/Q4UIIuQof1s?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-097c5b7d5edcef54cfc4f04554b223bc\" style=\"color:#004e6c\">Table 5.9.2 Examples of terms describing pedagogic tools<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">These flashcards have been created from Table 5.9.2, and should be used to test your understanding of terms used to describe key pedagogical tools.<\/p>\n\n\n\n<!-- Swiper -->\n<div class=\"swiper mySwiper\">\n    <div class=\"swiper-wrapper\">\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Assessment tools: formative, summative, ipsative<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>Questioning, portfolios, peer assessment, self-assessment, multiple choice tests, essays, Directed Activities Related to Text (DARTs), individual and team presentations, products e.g. plays, poetry, stories, artefacts from art, design technology, food technology<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Technology devices; AR; VR; IWBs, iPads, voting devices; IT, software, online and social media and apps as tools<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>Simulations, scenarios and creative tasks; ways of teaching with technologies; flipped learning. Online learning; online whiteboards, interactive environments; Google Earth for Geography; VR \u2018field-trips\u2019; Music composition software, Blogging; video-ants; FlipGrid, Padlet<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Language- and oracy-based tools<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>Discussion and debate: see the English Speaking Union\u2019s free public speaking and debating resources (https:\/\/www.esu.org\/resources\/); dialogic teaching (see the MESHGuide https:\/\/www.meshguides.org\/guides\/node\/1148), think-aloud approaches, storytelling, performance of a range of types. See for example Newton, 2000.<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Image or Picture Pedagogy &#8211; Visual resources <\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>Dictionaries, comics, concept maps, pictures, diagrams, anchor charts, film, video, graphic organisers. See for example Duncum 2020; Keuchel et al. 2015.<\/p>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Teaching spaces; spatial design<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><p>Outdoor education, field-trips, forest schools, school gardens, structure of the classroom: layout, decoration, furniture and educational materials on view. 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0.2rem) * 0.63), 1.3rem);text-decoration:none\"><div class=\"wp-block-aioseo-table-of-contents\"><ul><li><a class=\"aioseo-toc-item\" href=\"#aioseo-5-1\">5.1 Ways Pupils Learn<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-5-2\">5.2 Active Learning<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-5-3\">5.3 Teaching Styles<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-5-4\">5.4 Improving Your Teaching<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-5-5\">5.5 Closing the achievement gap: self-regulation and personalising learning<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-5-6\">5.6 Educational neuroscience: Classroom practice and the brain<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-5-8\">5.8 Creating a Language-Rich Classroom<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-5-9\">5.9 Pedagogy: The Language of Teaching<\/a><\/li><\/ul><\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n","protected":false},"excerpt":{"rendered":"<p>Chapter 5 is about helping pupils learn. 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