The Sutton Trust: What makes great teaching

Read this and be well informed, if even a bit confused. Only the headlines are here. It desreves your full attention.

It is based on 200 research projects and points to evidence that identifies what strategies work in the classroom. It also suggests those methods where research finds no evidence that they actually work. There are some surprising things on the second list.

Examples of very effective factors include

• good subject knowledge
• quality of instruction (such as effective questioning and use of assessment)                                No surprises there then

The report (p14) produces Rosenshine’s Principles summarising at least 40 years of research as a good model of ‘instruction’

In outline the ten principles are:
1. Begin a lesson with a short review of previous learning
2. Present new material in small steps, with student practice after
each step
3. Ask a large number of questions and check the responses of all
students
4. Provide models for problem solving and worked examples
5. Guide student practice

6. Check for student understanding
7. Obtain a high success rate
8. Provide scaffolds for difficult tasks
9. Require and monitor independent practice
10. Engage students in weekly and monthly review

Have a look at p17 the Bjork and Bjork examples.

Now, the examples of much less effective methods (p22 onwards)

• over lavish praise
• learners discovering key ideas for themselves
• ability grouping
• use of ‘preferred learning styles’
• active learning is encouraged rather then listening quietly

 

 

In many ways this work reflects that done by John Hattie… and there are some who have challenged his findings. Perhaps this report will fuel the debate.