When teaching any pedagogy we should be following the moderation or learning, teaching and assessment cycle to ensure we have all the consistent features of highly effective practice.
Features of Highly Effective Practice
Adult-led Learning
During adult-led learning, the adult is teaching specific skills and concepts. These lessons should ensure that they have the following:
- Learning Intentions and Success Criteria linked to the Experiences and Outcomes
- Effective Questioning to develop higher order thinking and exemplify learning
- Specific and timely feedback linked to the learning and providing next steps
- Opportunities for Self and Peer-Assessment
- Evidence which demonstrates breadth, challenge and application throughout learning
Adult-directed Learning
During adult-directed learning the child will be working independently on a task pre planned by the adult. This task could be written in a jotter or on a wipeable surface, or it could be a practical activity e.g. in a tuff tray or at a table top. As this is intentionally planned learning, there should still be the same features of highly effective practice as in Adult-led learning, they may just have a different format. For example learning intentions and success criteria may be discussed when adult is explaining the tasks and/or they may be represented visually to remind children. Feedback and questioning for higher order thinking may happen at a play plenary. Children might take more responsibility for evidencing or recording their learning, e.g. taking photos or recording their thoughts or ideas. Props like those below can be used to show children what they are expected to do after the activity to record their learning.
Child-led Learning
Although in child-led learning, the adult has not planned a specific learning experience there will still be learning happening and it is important to notice and value that with the children and discuss what they are learning. Play plenaries can focus on the skills and learning that was happening and on what the next steps could be. Responsive planning and provocations would create opportunities for breadth, challenge and application. Skilled adult interaction would provide opportunities for effective questioning and immediate feedback. Children working together would naturally provide self and peer assessment opportunities as they seek to improve or perfect their creations.
