Teaching & Learning and CPD - Introduction
Notley High School & Braintree Sixth Form will prepare its students to lead a fulfilling life by:
- building resilience;
- developing aspirations;
- nurturing talents;
- promoting positive life choices;
- and stimulating curiosity about the world around them.
Teaching & Learning and CPD
For teaching and learning to be effective and deliver the desired student outcomes, it needs to combine the insights from the latest pedagogical research with a focus on developing teaching as a craft. Excellent teachers are reflective practitioners who strive to constantly develop and refine their practice.
As a teaching staff, we will be focussing throughout the academic year on introducing and embedding Rosenshine’s Principles of Instruction. Rosenshine’s principles, which are rooted in the cognitive science of learning and memory retention, have emerged from a synthesis of pedagogical research and identifies ways teachers can support students in learning well. It is not a definitive list nor a checklist of the perfect lesson, but rather an exploration of proven techniques that inform effective teaching and learning.
Through a combination of whole school and subject-specific CPD sessions, teaching colleagues will explore how to embed each of these principles into their regular classroom practice. Whole school learning visits will periodically focus on how well established these are and evaluate both strengths and further areas for development, which will be addressed in subsequent CPD sessions.
Tom Sherrington’s thematic interpretation of Rosenshine’s principles identifies four strands: reviewing material, questioning, sequencing concepts and modelling, and stages of practice. All teaching staff have chosen to focus specifically on one of the four strands in order to develop their teaching craft. With the support of their teaching and learning group, they will deepen their professional confidence through exploring new ideas and techniques in their lessons. Lesson study trios post-Easter will provide colleagues with the opportunity to seek and receive feedback about these new teaching strategies from critical friends, culminating in the production of an informed reflection report which will recount this teaching and learning journey, explore the successes and challenges experienced, evaluate the impact and identify next steps in terms of professional development.
Additionally, teaching colleagues will continue to use the 5Qs for Independence, launched in May 2019 in response to the whole school teaching and learning project on promoting independence, to encourage students to deepen their understanding, learning and develop independence.
Through teacher-led questioning and modelling, students are being supported in developing the skills necessary to answer the question ‘what are you learning?’ rather than ‘what are you doing?’. In order to be able to evaluate how they are doing they must understand how they learn and how do they know this which requires an exploration of metacognition. As they develop the characteristics of self-regulated learners, they will be able to articulate how to improve and foster independence by identifying where to go for additional help and information.Incorporating the 5Qs for Independence regularly into teaching and learning will model excellent student reflection, support all students in taking ownership of their learning and progress and build resilience.