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ITE Framework Standard 4

The document outlines effective teaching strategies for Standard 4, emphasizing the importance of structured lesson planning, scaffolding, and modeling to enhance student learning and independence. It highlights the role of questioning, classroom discussions, and collaborative activities in promoting critical thinking and understanding. Additionally, it stresses the significance of tailored homework and the careful grouping of students to optimize learning outcomes.

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Mohamed El-Fassi
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5 views2 pages

ITE Framework Standard 4

The document outlines effective teaching strategies for Standard 4, emphasizing the importance of structured lesson planning, scaffolding, and modeling to enhance student learning and independence. It highlights the role of questioning, classroom discussions, and collaborative activities in promoting critical thinking and understanding. Additionally, it stresses the significance of tailored homework and the careful grouping of students to optimize learning outcomes.

Uploaded by

Mohamed El-Fassi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Classroom practice (Standard 4 – Plan and teach well

- structured lessons)
Learn that… Learn how to…
Plan effective lessons, by:
1. effective teaching can transform pupils’ • using modelling, explanations and scaffolds,
knowledge, capabilities and beliefs about acknowledging that novices need more structure early
learning in a domain
2. effective teachers introduce new material • enabling critical thinking and problem solving by first
in steps, explicitly linking new ideas to what teaching the necessary foundational content knowledge
has been previously studied and learned • removing scaffolding only when pupils are achieving a
3. modelling helps pupils understand new high degree of success in applying previously taught
processes and ideas; good models make material
abstract ideas concrete and accessible • providing sufficient opportunity for pupils to
4. guides, scaffolds and worked examples can consolidate and practise applying new knowledge and
help pupils apply new ideas, but should be skills
gradually removed as pupil expertise increases • breaking tasks down into constituent components
5. explicitly teaching pupils metacognitive when first setting up independent practice (e.g. using
strategies linked to subject knowledge, tasks that scaffold pupils through meta-cognitive and
including how to plan, monitor and evaluate, procedural processes).
supports independence and academic success
6. questioning is an essential tool for teachers; Make good use of expositions, by:
questions can be used for many purposes, • starting expositions at the point of current pupil
including to check pupils’ prior knowledge, understanding
assess understanding and break down • combining a verbal explanation with a relevant
problems graphical representation of the same concept or
7. high-quality classroom talk can support process, where appropriate
pupils to articulate key ideas, consolidate • using concrete representation of abstract ideas (e.g.
understanding and extend their vocabulary making use of analogies, metaphors, examples and non-
8. practice is an integral part of effective examples).
teaching; ensuring pupils have repeated
opportunities to practise, with appropriate Model effectively, by:
guidance and support, increases success • narrating thought processes when modelling to
9. paired and group activities can increase make explicit how experts think (e.g. asking questions
pupil success, but to work together effectively aloud that pupils should consider when working
pupils need guidance, support and practice independently and drawing pupils’ attention to links
10. how pupils are grouped is also important; with prior knowledge)
care should be taken to monitor the impact of • making the steps in a process memorable and
groupings on pupil attainment, behaviour and
ensuring pupils can recall them (e.g. naming them,
motivation
developing mnemonics, or linking to memorable
11. homework can improve pupil outcomes,
particularly for older pupils, but it is likely that stories)
the quality of homework and its relevance to • exposing potential pitfalls and explaining how to
main class teaching is more important than avoid them.
the amount set.
Stimulate pupil thinking and check for
understanding, by:
• planning activities around what you want pupils to
think hard about
• including a range of types of questions in class
discussions to extend and challenge pupils (e.g. by
modelling new vocabulary or asking pupils to justify
answers)
• providing appropriate wait time between question
and response where more developed responses are
required
• considering the factors that will support effective
collaborative or paired work (e.g. familiarity with
routines, whether pupils have the necessary prior
knowledge and how pupils are grouped)
• providing scaffolds for pupil talk to increase the
focus and rigour of dialogue.
Notes
Learn that…statements are informed by the best available educational research; references and further
reading are provided below.
Learn how to…statements are drawn from a wider evidence base including both academic research and
additional guidance from expert practitioners.

Source: Dfe ITT core content framework and Early Career Framework (2019)

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