Below is the framework that is designed to further improve the quality of teaching and learning at my school. It is tailored to our own context – ie: our learning vision and our recent OFSTED inspection and should not be interpreted as something that could fit all schools in the UK. Further, it is designed to be accessible for colleagues with busy workloads – hence its design. Overall, its purpose is to influence a whole school approach to a more student centred approach to lesson design.
The best teachers put students’ learning at the centre of their planning whilst others may still pose the question: ‘What activities could students do to fit that allotted period of time?’ The ’5 key principles to student centred lesson design’ is a framework designed to influence a much more focused approach on key areas of learning: Challenge, Engagement, Assessment, Literacy and PLTS.
I should make it clear at this point that it makes no reference to lesson structure. At this stage in our journey the emphasis is on principles – things to consider when facilitating learning. It is implicit that sound pedagogy and strong relationships underpin the actual ‘delivery’ of lessons. What follows is a brief summation of each key principle.
‘Challenge for learning’ places emphasis on facilitating learning away from a ‘one size fits all’ approach. It places emphasis away from just ‘Gifted and Talented’ students and instead towards ‘more able’ students. For example, within my Y8 set 4 History class there is still a cohort of students that are much more able than the others. We must consider how we are ‘actively’ differentiating the learning to ensure that they too progress.
‘Engagement for Learning’ is central for me. Stimulating student interest, enquiry and enjoyment via a variety of activities, positive and caring relationships, and the dynamic use of ICT results in high levels of student participation. Of course, other factors enhance engagement but these are the factors important for our context. Read more about engagement here from Darren Mead.
‘The use of Assessment for Learning’ is about putting students at the heart of assessment. Where summative tests enable teachers to understand what students know or can do, formative assessment allows students to move forward. This principle places emphasis on teaching techniques ie: mini plenaries to check for progress/remedy misconceptions and actively intervening as a result of tracking progress.
‘Literacy for Learning’ is a key aspect for improvement as identified in our recent OFSTED inspection and we agreed. Its development is crucial for continuing to improve learning for our students. Its development is on 3 fronts: traditional literacy in the form of vocabulary & punctuation, oral discussions/ answers in class and interpreting command key terms. It is the whole school’s responsibility to develop literacy.
‘PLTS for Learning’, for those outside of the UK stands for Personal, Learning and Thinking Skills. These are central to our learning vision for developing skills that enable our students to become successful learners, confident individuals and responsible young people.
Coherency is important for organisation wide improvement and I’m hopeful that the above provides it. The principles above are clearly interconnected and do not cover the vast array of ‘things’ that make up great teaching and learning. Should teachers be expected to put such principles into every lesson? No. Should teachers adapt a student centred approach to lesson design? Yes.
Teaching is bloody hard work but I’m confident that no one in the profession feels as though they can’t improve. All in all however, documents and policies don’t make things happen, people do!
