Lessons

Teaching and Learning at Thorpe St Andrew School and Sixth Form

Our teaching is based upon 6 areas of pedagogy and is focused around a repeatable and clear teaching and learning cycle - which focuses on Direct Instruction.   These are known as the Teaching and Learning Fundamentals.  These were research based and developed work from Rosenshine, Tom Sherrington and others. 

The Teaching and Learning Cycle

Our T&L Cycle is a practical framework for effective teaching and learning, built on evidence-based strategies. It provides teachers and students with a structured approach to design lessons, support student engagement, and ensure the mastery of key knowledge and skills.

1. ​Setting the Context and Establishing Knowledge:

  • The lesson starts with a retrieval activity that we call a “Do Now”. Thew process of actively recalling information from memory, rather than simply re-reading or reviewing it. It is a powerful learning strategy based on the principle that retrieving information strengthens the neural pathways associated with that knowledge, making it easier to recall in the future.
  • The learning objectives are shared and explicitly linked to previous and future learning.
  • Expert language is introduced.
  • A logical sequence to the lesson is evident.
  • TSAS ARE expectations are followed at all times or re-taught when not automatic.

2. ​​Explicit Instruction and Teacher Modelling:

The teacher, as the expert, clearly explains any processes to students and models the process that students will need to undertake.

  • Explanations of knowledge, skill and/or the task are well detailed through teacher modelling
  • Attention is called to the main ideas, with these being repeated and emphasized
  • Questioning and class discussion is used to develop knowledge and gauge understanding
  • Misconceptions are identified and explicit, detailed and constructive feedback is provided
  • Teachers show how to complete a task, providing a clear model for students to follow.
  • Narrating the process:: Teachers verbalize their thought process to make their reasoning explicit and transparent.
  • Fully Worked Examples: Step-by-step solutions or exemplars are provided to illustrate key concepts or processes.
  • Highlighting Errors: Teachers point out common mistakes and demonstrate how to avoid or correct them.

3. Scaffolding and Joint Construction:

Collaboration: The teacher and students share responsibility for the task, pooling ideas and strategies to build understanding.

  • Scaffolding: The teacher provides guidance, prompts, and support during the process, gradually reducing assistance as students become more confident.
  • Interactive Dialogue: Active discussion between teacher and students is central, as it allows the teacher to model thinking, clarify concepts, and address misconceptions.
  • Application of Learning: Students apply prior knowledge and new skills in a practical, meaningful context, deepening their understanding.
  • Focus on Process: The emphasis is on the steps required to complete the task, helping students internalize effective methods and strategies.
  • If paired or group work is used then it is well structured, with learners given explicit guidance on how to complete the task
  • Backward fading is used as an instructional strategy where teachers gradually reduce support, starting with the later stages of a task while the initial steps remain scaffolded. This approach helps students master the final steps of a process first, building confidence and independence as they eventually take full ownership of the entire task.
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