Models for High-Quality Teaching: A Comprehensive Overview

 
1
 
C
o
n
t
e
n
t
s
 
Introduction     
                                                               
  
p. 3
Models for teaching
     BSCS 5E Instructional Model                                   
 
p. 5
     Direct Instruction
    
p. 7
     Experiential Learning 
    
p. 9
     Explicit Direct Instruction 
   
p. 11
     Five Episodes of Instruction 
   
p. 13
     Gradual Release of Responsibility
   
p. 15
     Great Teaching Toolkit 
    
p. 17
     Making Every Lesson Count 
 
   
p. 19
     Mastery Teaching 
    
p. 21
     New Teacher's Companion 
   
p. 23
     Nine Events of Instruction
   
p. 25
     Rosenshine's Principles of Instruction
  
p. 27
     Student Learning That Works
   
p. 29
Reference List 
     
p. 31
 
 
 
 
 
 
 
 
 
 
 
 
 
2
 
I
n
t
r
o
d
u
c
t
i
o
n
 
It is widely accepted, and has been cited in much educational research, that the singular most powerful lever in raising
learner attainment is the quality of teaching.
The Education Endowment Foundation (2020) stated,  
'Alongside targeted interventions, improving the quality of
teaching is the strongest lever schools have to improve pupil outcomes, particularly for disadvantaged students'.
It is also true that to support high quality teaching a number of educationalists have provided 'models' that suggest a
particular framework to achieve this.
These models can be very helpful in providing a framework for a school to ensure consistency of approaches to
teaching
.
 They do however carry the risk of oversimplification of complex material or a surface level understanding of
the principles that underpin them, and thus they 
can
 
lose their original intention.
 
I
mproving education is our national mission. Nothing is so essential as universal access to, and acquisition
of, the experiences, knowledge and skills and that our young people need for employment, lifelong learning
and active citizenship.
 
Schools should seek to develop a strong vision of learning and teaching which considers the ‘why’ and ‘how’ as
well as the ‘what’.
 
(Welsh Government, 2020)
 
3
 
There must be a clear understanding by all practitioners that high quality teaching is not a formula.  Rather
that high quality teaching is:
built on a clear understanding of pedagogy from leaders and practitioners;
consistently applied across the schools;
continually revisited for effectiveness;
grounded in an understanding of why particular strategies have been trialled or are used;
based on decisions that are directly linked to learner needs;
research informed and evidence engaged, and
linked to a clear and shared school vision which staff are empowered to realise.
 
This document has been designed to collate and share information on 
a range of 
models for teaching in a
readily accessible and comparable format to support school leaders and practitioners in making informed
decisions about their schools' consistent approach to high quality teaching for all practitioners.
A model should not be applied without considering the context in which each school operates, and it is likely
that a school will evolve a model/s as it applies it based on feedback from staff and learners about what works
well and evaluation of the impact on learning.
 
 
In education at least, what works is generally the wrong question, because most ideas that people have
had work in some contexts but not in others. Put bluntly, everything works somewhere and nothing
works everywhere
(Wiliam, D. 2018)
 
4
 
BSCS 5E Instructional Model
https://bscs.org/bscs-5e-instructional-model/
 
What the BSCS 5E Instructional Model is/does:
The five phases of the BSCS 5E Instructional Model are
designed to facilitate the process of conceptual change.
The use of this model brings coherence to different teaching
strategies, provides connections among educational activities,
and helps science teachers make decisions about interactions
with students.
Each phase of the model and a short phrase to indicate its
purpose from a student perspective are:
Engagement - students' prior knowledge accessed and
interest engaged in the phenomenon
Exploration - students participate in an activity that
facilitates conceptual change
Explanation - students generate an explanation of the
phenomenon
Elaboration - students' understanding of the
phenomenon challenged and deepened through new
experiences
Evaluation - students assess their understanding of the
phenomenon
 
Hubbell, E R., Goodwin, B., (2019)
 
5
 
EVALUATE:
learners assess their
understanding of the
phenomenon
 
ENGAGE:
 
prior knowledge
accessed and
interest engaged in
the phenomenon
 
EXPLORE:
participate in an
activity that
facilitates
conceptual change
 
EXPLAIN:
learners
 generate an
explanation of the
phenomenon
 
ELABORATE:
understanding of
the phenomenon
challenged and
deepened through
new experiences
 
5 E Instructional Model
 
6
 
Direct Instruction (DI) is a model for teaching that emphasizes well-
developed and carefully planned lessons designed around small
learning increments and clearly defined and prescribed teaching
tasks. It is based on the theory that clear instruction eliminating
misinterpretations can greatly improve and accelerate learning.
 
Direct Instruction enables practitioners to identify and focus on
what students know, what they don’t understand yet, and where
they need additional practice or support.
 
There are five key philosophical principles and four main features of
DI.
 
Learners are placed and grouped at their skill levels and taught to
mastery.  Groups should be homogeneous with respect to learners’
current performance level, and these groups should be flexible in
order to incorporate different rates of student learning.
 
 
Hubbell, E R., Goodwin, B., (2019)
 
Englemann's Direct Instruction (DI)
https://www.nifdi.org
 
7
 
Introduce new concept/review prior learning.
Make these faultless through communication that
is logically flawless
 
Present content with examples/non-examples
Predict that the learner will learn the concept
conveyed by the faultless presentation.
 
 
Teacher feedback
The extent to which the learner does or does not
possess the mechanisms necessary to respond to
the faultless presentation of the concept.
 
Student response
Observe whether the learner actually learns
the intended concept or whether the learner
has difficulty
 
Independent practice
Design instruction for the unsuccessful learner
that will modify the learner's capacity to respond
to the faultless presentation
 
Direct Instruction
 
8
 
Kolb's learning cycle
https://www.simplypsychology.org/learning-kolb.html
 
Kolb's 
Experiential
 
Learning
 style theory 
is typically
represented by a four-stage learning cycle in which the learner
'touches all the bases’:
 
1.
Concrete Experience
 - a new experience or situation is
encountered, or a reinterpretation of existing experience.
 
2.
Reflective Observation of the New Experience
 - of
particular importance are any inconsistencies between
experience and understanding.
 
3.
Abstract Conceptualization
 reflection gives rise to a new
idea, or a modification of an existing abstract concept (the
person has learned from their experience).
 
4.
Active Experimentation
 - the learner applies their idea(s) to
the world around them to see what happens.
 
Hubbell, E R., Goodwin, B., (2019)
 
9
 
Experiential Learning
 
CONCRETE EXPERIENCE
(doing / having an
experience)
 
REFLECTIVE OBSERVATION
(reviewing / reflecting on
the experience)
 
ABSTRACT CONCEPTUALISATION
(concluding / learning from the
experience)
 
ACTIVE EXPERIMENTATION
(planning / trying out what
you have learned)
 
10
 
Explicit Direct Instruction
https://dataworks-ed.com/trainings/edi/
 
Explicit Direct Instruction (EDI),
 an approach to learning
based on the best research available, helps teachers deliver
effective lessons that can significantly improve achievement
for all learners, including English language learners and
students with special needs.
 
EDI was developed by DataWORKS founders, Dr. Silvia Ybarra
and John Hollingsworth. EDI focuses on improving education
at the lesson level by incorporating a strategic collection of
instructional practices from the work of educational and
cognitive researchers such as Hattie, Rosenshine, Hunter,
Sousa, and Marzano.
 
In its most basic terms EDI teaches explicitly in small steps
ensuring that pupils achieve success.
 
Hubbell, E R., Goodwin, B., (2019)
 
11
 
Explicit
Direct
Instruction
 
Activate prior knowledge
Linking to prior learning
 
Learning objective
Transparent intentions and success criteria
 
Concept development
Modelling the why
 
Skill development
Modelling the how
 
Guided practice
Developing fluency & correcting errors
 
Relevance
Independent practice / use
 
Closure
Reviewing and assessing the learning from the lesson
 
12
 
Five Episodes of Instruction
http://www.ascd.org/ascd-express/vol13/Making-Lessons-Memorable-
Designing-from-Two-Perspectives.aspx
 
Five Episodes of Instruction
Episode 1: Preparing Students for New Learning: Learning begins with
attention
. Therefore, during this episode, teachers capture students'
attention and help students activate prior knowledge. Teachers also direct
students' attention to the learning to come by establishing clear learning
targets
Episode 2: Presenting/Acquiring New Learning: Learning requires 
focus
.
Teachers do more than present content during this episode; they help
students actively process the content and assemble information into big
ideas and important details.
Episode 3: Deepening and Reinforcing Learning: Learners need opportunities
to 
consolidate
 learning. Therefore, during this episode, teachers engage
students in strategic practice to help them solidify their understanding of key
content and increase their mastery of new skills.
Episode 4: Applying and Demonstrating Learning: Learners further
consolidate
 and extend learning by applying it. Therefore, during this
episode, teachers challenge students to demonstrate, synthesise, and
transfer their learning.
Episode 5: Reflecting on and Celebrating Learning: This entire process is
enhanced through active 
reflection
. Teachers help students look back on,
learn from, and celebrate their learning—and their learning process.
 
Hubbell, E R., Goodwin, B., (2019)
 
13
 
Five Episodes of
Instruction
 
Episode 1: Preparing Students for New Learning
:
Activate prior knowledge, establish clear learning
targets
 
Episode 2: Presenting/Acquiring New
Learning
:
Help learners actively process the content
and assemble information into big ideas
and important details.
 
Episode 3: Deepening and Reinforcing Learning:
Engage learners in strategic practice to help them
solidify their understanding of key content and
increase their mastery of new skills.
 
Episode 4: Applying and Demonstrating
Learning
: Teachers challenge students to
demonstrate, synthesise, and transfer their
learning.
 
Episode 5: Reflecting on and Celebrating
 Learning:
Teachers help learners look back on, learn from, and
celebrate their learning—and their learning process.
 
14
 
Gradual release of responsibility
https://en.wikipedia.org/wiki/Gradual_release_of_responsibility
 
The 
Gradual
 
Release
 of 
Responsibility
 model 
or GRR model is a
particular style of teaching which is a structured method of
pedagogy framed around a process devolving responsibility within
the learning process from the teacher to the eventual independence
of the learner.
 
This instructional model requires that the teacher, by design,
transitions from assuming "all the responsibility for performing a
task...to a situation in which the students assume all of the
responsibility".
 
The ideal result is a confident learner who accepts responsibility for
their own learning and directs this learning through the cognitive
processes involved, moving through the academic spectrum, to
independent choice (personalised learning).
 
As Buehl (2005) stated, the GRR model
, "
emphasizes instruction that
mentors students into becoming capable thinkers and learners when
handling the tasks with which they have not yet developed
expertise".
 
Hubbell, E R., Goodwin, B., (2019)
 
15
 
Gradual Release of Responsibility
 
Focus lesson
 
Guided instruction
(“I do”)
 
Productive group work
 
(“You do it together”)
 
Guided instruction
 
(“We do”)
 
Independent learning
 
(“You do”)
 
16
 
Great Teaching Toolkit
https://www.greatteaching.com/
 
Great Teaching Toolkit
 
The aim is to help teachers make better decisions about what
they can best do to improve their effectiveness.
Four priorities are stated for teachers who want to help their
student learn more:
1.
understand the content they are teaching and how it is learnt
2.
create a supportive environment for learning
3.
manage the classroom to maximise the opportunity to learn
4.
present content, activities and interactions that activate their
students’ thinking
 
A model that comprises these four overarching dimensions, with
a total of 17 elements within them. An ‘element’ is defined as
something that may be worth investing time and effort to work
on to build a specific competency, skill or knowledge, or to
enhance the learning environment.
There is no implication that the complexity of teaching can be
reduced to a set of techniques, but evidence suggests the best
route to expertise is likely to involve a focus on developing
competencies, guided by formative feedback in a supportive
professional learning environment.
 
17
 
Great Teaching Toolkit
 
Activating hard
thinking
 
Understand the content
 
Creating a supportive
environment
 
Maximise opportunities
to learn
 
Deep subject knowledge
 
Knowledge of strategies
 
Assessment knowledge
 
Curriculum knowledge
 
Clear, consistent rules and
expectations
 
Positive climate
 
Learner motivation
 
Climate of high expectations
 
Manage time and resources
 
Structuring
 
Interactions and relationships
 
Positive reinforcement
 
Activating
 
Explaining
 
Questioning
 
Interacting
 
Embedding
 
18
 
Allison S. & Tharby A., (2015)
 
Making Every Lesson Count
 bridges the gap between research
findings and classroom practice. Shaun Allison and Andy Tharby
examine the evidence behind what makes great teaching and explore
how to implement this in the classroom to make a difference to
learning. They distil teaching and learning down into six core
principles
:
 challenge, explanation, modelling, practice, feedback and
questioning
,
 and show how these can inspire an ethos of excellence
and growth, not only in individual classrooms but across a whole
school.
 
Combining robust evidence from a range of fields with the practical
wisdom of experienced, effective classroom teachers, the book is a
complete toolkit of strategies that teachers can use every lesson to
make that lesson count. There are no gimmicky ideas here just high
impact, focused teaching that results in great learning, every lesson,
every day.
 
Making Every Lesson Count offers an evidence-informed alternative to
restrictive definitions of great teaching, empowering teachers to
deliver great lessons and celebrate high-quality practice.
 
19
 
Making
Every
Lesson
Count
 
Expert teaching requires…
 
Students engage in deliberate practice
 
Challenge
So that…
Learners have expectations of what they can achieve
 
Explanation
So that…
Learners acquire new knowledge and skills
 
Modelling
So that…
Learners know how to apply the knowledge and skills
 
Questioning
So that…
Learners are able to think hard with breadth,
depth and accuracy
 
Feedback
So that…
Learners think about and further develop their
knowledge and skills
 
Scaffolding
 
20
 
Mastery teaching
https://uk.sagepub.com/en-gb/afr/madeline-hunters-mastery-
teaching/book225807?id=51755
 
Mastery Teaching
 
A number of direct instruction strategies have been combined by Madeline
Hunter into a single, relatively comprehensive approach that she calls
mastery teaching
 (not to be confused with the related term 
'mastery
learning
').
 
What happens even before a lesson begins? Like many forms of teacher-
directed instruction, the model requires curricula and learning goals that
are tightly organised and divisible into small parts, ideas, or skills.
 
Once this analysis of the curriculum has been done, the Hunter's effective
teaching model requires making the most of the lesson time by creating an
anticipatory set
, which is an activity that focuses or orients the attention
of students to the upcoming content.
 
Throughout a lesson, the teacher repeatedly 
checks for understanding
 by
asking questions that call for active thinking on the part of students.
 
As a lesson draws to a close, the teacher arranges for students to have
further 
independent practice
. The point of the practice is not to explore
new material or ideas, but to consolidate or strengthen the recent
learning.
 
Hubbell, E R., Goodwin, B., (2019)
 
21
 
Mastery teaching
 
Anticipatory set:
Short motivating
activity to focus
learners
 
Learning
objective:
Shared with
learners
 
Input:
Explaining concepts
and skills
 
Check
understanding:
Multi level
questioning
 
Guided practice:
Demonstrating
skill or concept
with immediate
feedback
 
Independent Study:
Solidify skills and
knowledge
 
22
 
New teacher’s companion
http://www.ascd.org/Publications/Books/Overview/The-New-Teachers-
Companion.aspx
 
New Teacher's Companion
 
Phase 1: Introduction
Set a purpose. Introduce the key concepts, topic, main idea.
Pull students into the excitement of learning.
Make the learning relevant.
 
Phase 2: Foundation
Check on previous knowledge.
Clarify key points.
Focus on specific standards, objectives, goals.
Check for correctness and add to background knowledge.
Introduce key vocabulary.
 
Phase 3: Brain Activation
Ask questions to clarify ideas and to add knowledge.
Brainstorm main ideas.
Clarify and correct misconceptions.
 
Phase 4: Body of New Information
Provide teacher input.
 
Phase 5: Clarification
Check for understanding with sample problems, situations, questions.
 
Phase 6: Practice and Review
Provide time for practice and review.
 
Phase 7: Independent Practice
Supervise students' independent practice.
 
Phase 8: Closure
Bring the lesson to closure.
 
Hubbell, E R., Goodwin, B., (2019)
 
23
 
New Teacher's Companion
 
 
 
 
 
.
 
 
 
Phase 1: Introduction
Set a purpose.
Introduce the key
concepts, topic, main
idea.
Pull students into the
excitement of learning.
Make the learning
relevant.
 
Phase 2: Foundation
Check on previous
knowledge.
Clarify key points.
Focus on specific standards,
objectives, goals.
Check for correctness and
add to background
knowledge.
Introduce key vocabulary.
 
Phase 3: Brain
Activation
Ask questions to
clarify ideas and to
add knowledge.
Brainstorm main
ideas.
Clarify and correct
misconceptions.
 
Phase 4: Body of
New Information
Provide teacher
input.
 
Phase 5: Clarification
Check for
understanding with
sample problems,
situations,
questions
 
Phase 6: Practice
and Review
Provide time for
practice and
review.
 
Phase 8:
Closure
Bring the
lesson to
closure.
 
Phase 7:
Independent
Practice
Supervise
students'
independent
practice.
 
24
 
Nine events of instruction
https://mylove4learning.com/robert-gagne-and-the-9-events-of-
instruction/
 
Nine Events of Instruction
 
Robert Gagne was an educational psychologist who created a 9
step process called 'Events of Instruction'.
 
This model is a systematic process that helps educators and
instructional designers develop strategies and create activities
for training sessions
 
Hubbell, E R., Goodwin, B., (2019)
 
25
 
Nine Events of Instruction
 
Gain
attention
 
Inform
learners of
objectives
 
Stimulate
recall of
prior
learning
 
Present
the
content
 
Provide
guidance
 
Elicit
performanc
e
 
Provide
feedback
 
Assess
performance
 
Enhance
retention
and transfer
 
26
 
Rosenshine’s Principles
https://teacherhead.com/2019/10/02/rosenshines-
principles-10-faqs/
 
Rosenshine’s Principles of Instruction
 
1.
Begin a lesson with a short review of previous learning.
2.
Present new material in small steps with student practise after
each step.
3.
Ask a large number of questions and check the responses of all
students.
4.
Provide models.
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.
 
Do the principles all apply to every lesson?
It is very important not to think of the Principles as some kind of lesson
plan. Different lessons in a learning sequence will require a different
focus: some might have more explanatory modelling; more questioning
or more independent practice.  You might have whole lessons of
practice and whole lessons of teacher modelling and questioning.  You
might not literally do ‘daily review’ every day.  However, over a series
of lessons that relate to a secure sequence, you might expect all
elements of the Principles to feature in some form.
 
Sherrignton, T. (2019)
 
27
 
Rosenshine’s Principles of Instruction
 
Engage students
in weekly and
monthly review.
 
Begin a lesson
with a short
review of
previous
learning.
 
Present new
material in
small steps
with student
practise after
each step.
 
Ask a large
number of
questions and
check the
responses of all
students.
 
Provide
models.
 
Guide
student
practice.
 
Check for
student
understanding.
 
Obtain a high
success rate.
 
Provide
scaffolds for
difficult tasks.
 
Require and
monitor
independent
practice.
 
28
 
Student Learning That Works
https://www.mcrel.org/student-learning-that-works-wp/
 
Student Learning that Works
 
A learning model would describe the learning process from
beginning to end—from the moment a new bit of knowledge first
enters a student’s consciousness through the long and perilous
journey it must take before finding a permanent home in their
long-term memory (Sousa, 2011). Such a model would help us to
design effective learning experiences for all students. And, just as
important, if they’re not learning, the model can help us figure out
where the blockage or breakdown may be occurring—where the
knowledge is getting lost on its journey.
 
McREL propose not another framework, but a synthesis of the
science of learning into a model you can follow and apply right
away in your classroom. Not offered as the only way to teach, but
rather as one way to develop more expert practice in your
classroom.
 
An important 'flip' happens when we design lessons around
learning not simply teaching
 
Hubbell, E R., Goodwin, B., (2019)
 
29
 
Student Learning that Works
 
Become Interested
:
Stimuli in out sensory register catch our
attention
 
Commit to Learning
:
We determine the stimuli worthy of
further attention
 
Focus on new knowledge
:
We focus on new knowledge and skills
while they’re in our working memory
 
Make sense of learning
:
Clustering and linking knowledge to
prior learning
 
Practice and Rehearse
:
Repetition and retrieval to help us store
new learning in long-term memory
 
Extend and apply
:
Apply new learning in novel meaningful
ways supports retrieval
 
30
 
R
e
f
e
r
e
n
c
e
 
L
i
s
t
 
Allison, S. & Tharby, A. (2015). 
Making Every Lesson Count
, Crown House Publishing Ltd, Wales
ASCD (2020). Making Learning Memorable, Available from 
http://www.ascd.org/ascd-express/vol13/Making-Lessons-
Memorable-Designing-from-Two-Perspectives.aspx
 [Accessed 11 August 2020]
BSCS Science Learning (2020). BSCS 5E Instructional Model, Available from: 
https://bscs.org/bscs-5e-instructional-
model/
 [Accessed 11 August 2020]
Cunningham, G. (2009). 
The New Teacher’s Companion: Practical Wisdom for Succeeding in the Classroom, 
ASCD,
Alexandria, VA
DataWORKS Educational Research (2020). Explicit Direct Instruction Workshop, Available from 
https://dataworks-
ed.com/trainings/edi/
 [Accessed 11 August 2020]
Evidence Based Education (2020). Great Teaching Toolkit, Available from 
https://www.greatteaching.com
 [Accessed
11 August 2020]
 
Hubbell, E. R., Goodwin, B. (2019). 
Instructional Models How to Choose One and How to Use
One
. McRel International, Denver.
 
31
 
 
Hunter, M. (2004). 
Mastery Teaching: Increasing Instructional Effectiveness in Elementary and Secondary Schools,
(Second Edition), Santa Susana Elementary School, Simi Valley, CA
McREL International (2018) White Paper: Student Learning That Works: How brain science informs a student learning
model, Available from 
https://www.mcrel.org/student-learning-that-works-wp/
 [Accessed 11 August 2020]
My Love 4 Learning (2019). Robert Gagne and the 9 Events of Instruction, Available from
https://mylove4learning.com/robert-gagne-and-the-9-events-of-instruction/
 [Accessed 11 August 2020]
National Institute for Direct Instruction (2020). The Gold Standard in Direct Instruction, Available from:
https://www.nifdi.org
 [Accessed 11 August 2020]
Sherrington, T. (2019). 
Rosenshine’s Principles in Action
, John Catt Education Ltd, Woodbridge
Simply Psychology (2020). Kolb’s Learning Styles and Experiential Learning Cycle, Available from:
https://www.simplypsychology.org/learning-kolb.html
 [Accessed 11 August 2020]
Teacherhead (2019). Rosenshine’s Principles: 10 FAQs, Available from
https://teacherhead.com/2019/10/02/rosenshines-principles-10-faqs/
 [Accessed 11 August 2020]
 
32
 
 
Welsh Government (2020). Curriculum for Wales, Available from: 
https://hwb.gov.wales/curriculum-for-
wales/introduction/
 [Accessed 11 August 2020]
Welsh Government (2020). Curriculum for Wales, Available from: 
https://hwb.gov.wales/curriculum-for-
wales/designing-your-curriculum/implementation-and-practical-considerations/#pedagogy
 [Accessed 11 August
2020]
Wikipedia (2020). Gradual Release of Responsibility, Available from
https://en.wikipedia.org/wiki/Gradual_release_of_responsibility
 [Accessed 11 August 2020]
Wiliam, D. (2018). 
Creating The Schools Our Children Need
, Learning Sciences International, West Palm Beach
 
33
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Improving education is a critical national mission, emphasizing universal access to essential experiences and skills. Quality teaching is highlighted as a powerful lever in enhancing learner attainment. Various teaching models are explored to support consistency and effectiveness in educational practices. The document emphasizes the importance of understanding pedagogy, continuous improvement, research-informed decisions, and alignment with school vision. It serves as a valuable resource for school leaders and practitioners to make informed decisions regarding high-quality teaching approaches.


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  1. 1

  2. Contents Contents Introduction p. 3 Models for teaching BSCS 5E Instructional Model Direct Instruction Experiential Learning Explicit Direct Instruction Five Episodes of Instruction Gradual Release of Responsibility Great Teaching Toolkit Making Every Lesson Count Mastery Teaching New Teacher's Companion Nine Events of Instruction Rosenshine's Principles of Instruction Student Learning That Works p. 5 p. 7 p. 9 p. 11 p. 13 p. 15 p. 17 p. 19 p. 21 p. 23 p. 25 p. 27 p. 29 Reference List p. 31 2

  3. Introduction Introduction Improving education is our national mission. Nothing is so essential as universal access to, and acquisition of, the experiences, knowledge and skills and that our young people need for employment, lifelong learning and active citizenship. Schools should seek to develop a strong vision of learning and teaching which considers the why and how as well as the what . (Welsh Government, 2020) It is widely accepted, and has been cited in much educational research, that the singular most powerful lever in raising learner attainment is the quality of teaching. The Education Endowment Foundation (2020) stated, 'Alongside targeted interventions, improving the quality of teaching is the strongest lever schools have to improve pupil outcomes, particularly for disadvantaged students'. It is also true that to support high quality teaching a number of educationalists have provided 'models' that suggest a particular framework to achieve this. These models can be very helpful in providing a framework for a school to ensure consistency of approaches to teaching. They do however carry the risk of oversimplification of complex material or a surface level understanding of the principles that underpin them, and thus they can lose their original intention. 3

  4. There must be a clear understanding by all practitioners that high quality teaching is not a formula. Rather that high quality teaching is: built on a clear understanding of pedagogy from leaders and practitioners; consistently applied across the schools; continually revisited for effectiveness; grounded in an understanding of why particular strategies have been trialled or are used; based on decisions that are directly linked to learner needs; research informed and evidence engaged, and linked to a clear and shared school vision which staff are empowered to realise. This document has been designed to collate and share information on a range of models for teaching in a readily accessible and comparable format to support school leaders and practitioners in making informed decisions about their schools' consistent approach to high quality teaching for all practitioners. A model should not be applied without considering the context in which each school operates, and it is likely that a school will evolve a model/s as it applies it based on feedback from staff and learners about what works well and evaluation of the impact on learning. In education at least, what works is generally the wrong question, because most ideas that people have had work in some contexts but not in others. Put bluntly, everything works somewhere and nothing works everywhere (Wiliam, D. 2018) 4

  5. Stage or Phase 5E Instructional Model BSCS What the BSCS 5E Instructional Model is/does: The five phases of the BSCS 5E Instructional Model are designed to facilitate the process of conceptual change. The use of this model brings coherence to different teaching strategies, provides connections among educational activities, and helps science teachers make decisions about interactions with students. Each phase of the model and a short phrase to indicate its purpose from a student perspective are: Engagement - students' prior knowledge accessed and interest engaged in the phenomenon Exploration - students participate in an activity that facilitates conceptual change Explanation - students generate an explanation of the phenomenon Elaboration - students' understanding of the phenomenon challenged and deepened through new experiences Evaluation - students assess their understanding of the phenomenon Engage interest Engage Set goals for learning Guide new learning Explore Explain Consolidate and reflect on learning Elaborate Applying new learning Evaluate BSCS 5E Instructional Model https://bscs.org/bscs-5e-instructional-model/ 5 Hubbell, E R., Goodwin, B., (2019)

  6. 5 E Instructional Model ENGAGE: prior knowledge accessed and interest engaged in the phenomenon EXPLORE: participate in an activity that facilitates conceptual change EXPLAIN: learners generate an explanation of the phenomenon ELABORATE: understanding of the phenomenon challenged and deepened through new experiences EVALUATE: learners assess their understanding of the phenomenon 6

  7. Stage or Phase Direct Instruction Engelmann Direct Instruction (DI) is a model for teaching that emphasizes well- developed and carefully planned lessons designed around small learning increments and clearly defined and prescribed teaching tasks. It is based on the theory that clear instruction eliminating misinterpretations can greatly improve and accelerate learning. Engage interest Introduce new concept/review prior learning Direct Instruction enables practitioners to identify and focus on what students know, what they don t understand yet, and where they need additional practice or support. Set goals for learning Guide new learning Present content with examples/non-examples There are five key philosophical principles and four main features of DI. Consolidate and reflect on learning Student response Learners are placed and grouped at their skill levels and taught to mastery. Groups should be homogeneous with respect to learners current performance level, and these groups should be flexible in order to incorporate different rates of student learning. Teacher feedback Applying new learning Independent practice Englemann's Direct Instruction (DI) https://www.nifdi.org 7 Hubbell, E R., Goodwin, B., (2019)

  8. Introduce new concept/review prior learning. Make these faultless through communication that is logically flawless Present content with examples/non-examples Predict that the learner will learn the concept conveyed by the faultless presentation. Student response Observe whether the learner actually learns the intended concept or whether the learner has difficulty Direct Instruction Teacher feedback The extent to which the learner does or does not possess the mechanisms necessary to respond to the faultless presentation of the concept. Independent practice Design instruction for the unsuccessful learner that will modify the learner's capacity to respond to the faultless presentation 8

  9. Kolb's Experiential Learning style theory is typically represented by a four-stage learning cycle in which the learner 'touches all the bases : Stage or Phase Experiential Learning Kolb Engage interest 1. Concrete Experience - a new experience or situation is encountered, or a reinterpretation of existing experience. Set goals for learning 2. Reflective Observation of the New Experience - of particular importance are any inconsistencies between experience and understanding. Guide new learning Concrete experience 3. Abstract Conceptualization reflection gives rise to a new idea, or a modification of an existing abstract concept (the person has learned from their experience). Reflective observation Consolidate and reflect on learning Abstract conceptualisation 4. Active Experimentation - the learner applies their idea(s) to the world around them to see what happens. Applying new learning Active experimentation Kolb's learning cycle https://www.simplypsychology.org/learning-kolb.html 9 Hubbell, E R., Goodwin, B., (2019)

  10. CONCRETE EXPERIENCE (doing / having an experience) Experiential Learning REFLECTIVE OBSERVATION (reviewing / reflecting on the experience) ACTIVE EXPERIMENTATION (planning / trying out what you have learned) ABSTRACT CONCEPTUALISATION (concluding / learning from the experience) 10

  11. Stage or Phase Explicit Direct Instruction (EDI) Hollingsworth & Ybarra Explicit Direct Instruction (EDI), an approach to learning based on the best research available, helps teachers deliver effective lessons that can significantly improve achievement for all learners, including English language learners and students with special needs. Engage interest Activate prior knowledge Set goals for learning Learning objective EDI was developed by DataWORKS founders, Dr. Silvia Ybarra and John Hollingsworth. EDI focuses on improving education at the lesson level by incorporating a strategic collection of instructional practices from the work of educational and cognitive researchers such as Hattie, Rosenshine, Hunter, Sousa, and Marzano. Guide new learning Concept development Skill development Consolidate and reflect on learning Guided practice In its most basic terms EDI teaches explicitly in small steps ensuring that pupils achieve success. Relevance Applying new learning Closure Explicit Direct Instruction https://dataworks-ed.com/trainings/edi/ 11 Hubbell, E R., Goodwin, B., (2019)

  12. Activate prior knowledge Linking to prior learning Learning objective Transparent intentions and success criteria Concept development Modelling the why Explicit Direct Instruction Skill development Modelling the how Guided practice Developing fluency & correcting errors Relevance Independent practice / use Closure Reviewing and assessing the learning from the lesson 12

  13. Five Episodes of Instruction Episode 1: Preparing Students for New Learning: Learning begins with attention. Therefore, during this episode, teachers capture students' attention and help students activate prior knowledge. Teachers also direct students' attention to the learning to come by establishing clear learning targets Episode 2: Presenting/Acquiring New Learning: Learning requires focus. Teachers do more than present content during this episode; they help students actively process the content and assemble information into big ideas and important details. Episode 3: Deepening and Reinforcing Learning: Learners need opportunities to consolidate learning. Therefore, during this episode, teachers engage students in strategic practice to help them solidify their understanding of key content and increase their mastery of new skills. Episode 4: Applying and Demonstrating Learning: Learners further consolidate and extend learning by applying it. Therefore, during this episode, teachers challenge students to demonstrate, synthesise, and transfer their learning. Episode 5: Reflecting on and Celebrating Learning: This entire process is enhanced through active reflection. Teachers help students look back on, learn from, and celebrate their learning and their learning process. Stage or Phase Five Episodes of Instruction Silver & Strong Engage interest Prepare students for new learning Set goals for learning Guide new learning Presenting new learning Consolidate and reflect on learning Deepening and reinforcing learning Applying new learning Applying learning Reflecting on and celebrating learning Five Episodes of Instruction http://www.ascd.org/ascd-express/vol13/Making-Lessons-Memorable- Designing-from-Two-Perspectives.aspx 13 Hubbell, E R., Goodwin, B., (2019)

  14. Episode 1: Preparing Students for New Learning: Activate prior knowledge, establish clear learning targets Episode 2: Presenting/Acquiring New Learning: Help learners actively process the content and assemble information into big ideas and important details. Episode 3: Deepening and Reinforcing Learning: Engage learners in strategic practice to help them solidify their understanding of key content and increase their mastery of new skills. Episode 4: Applying and Demonstrating Learning: Teachers challenge students to demonstrate, synthesise, and transfer their learning. Episode 5: Reflecting on and Celebrating Learning: Teachers help learners look back on, learn from, and celebrate their learning and their learning process. Five Episodes of Instruction 14

  15. Stage or Phase Gradual Release of Responsibility Fisher & Frey The Gradual Release of Responsibility model or GRR model is a particular style of teaching which is a structured method of pedagogy framed around a process devolving responsibility within the learning process from the teacher to the eventual independence of the learner. Engage interest This instructional model requires that the teacher, by design, transitions from assuming "all the responsibility for performing a task...to a situation in which the students assume all of the responsibility". Set goals for learning Focus lesson Guide new learning Guided instruction ( I do ) The ideal result is a confident learner who accepts responsibility for their own learning and directs this learning through the cognitive processes involved, moving through the academic spectrum, to independent choice (personalised learning). Consolidate and reflect on learning Guided instruction ( We do ) As Buehl (2005) stated, the GRR model, "emphasizes instruction that mentors students into becoming capable thinkers and learners when handling the tasks with which they have not yet developed expertise". Productive group work Applying new learning Independent learning ( You do ) Gradual release of responsibility https://en.wikipedia.org/wiki/Gradual_release_of_responsibility 15 Hubbell, E R., Goodwin, B., (2019)

  16. Gradual Release of Responsibility Focus lesson Guided instruction Guided instruction Productive group work Independent learning ( I do ) ( We do ) ( You do it together ) ( You do ) 16

  17. Great Teaching Toolkit Stage or Phase Great Teaching Toolkit Evidence Based Education The aim is to help teachers make better decisions about what they can best do to improve their effectiveness. Four priorities are stated for teachers who want to help their student learn more: 1. understand the content they are teaching and how it is learnt 2. create a supportive environment for learning 3. manage the classroom to maximise the opportunity to learn 4. present content, activities and interactions that activate their students thinking Engage interest Set goals for learning Understanding the context Creating a supportive environment A model that comprises these four overarching dimensions, with a total of 17 elements within them. An element is defined as something that may be worth investing time and effort to work on to build a specific competency, skill or knowledge, or to enhance the learning environment. There is no implication that the complexity of teaching can be reduced to a set of techniques, but evidence suggests the best route to expertise is likely to involve a focus on developing competencies, guided by formative feedback in a supportive professional learning environment. Guide new learning Maximise the opportunity to learn Consolidate and reflect on learning Applying new learning Activate hard thinking Great Teaching Toolkit https://www.greatteaching.com/ 17

  18. Great Teaching Toolkit Activating hard thinking Structuring Maximise opportunities to learn Explaining Manage time and resources Creating a supportive environment Questioning Interactions and relationships Understand the content Interacting Positive climate Clear, consistent rules and expectations Deep subject knowledge Curriculum knowledge Embedding Learner motivation Assessment knowledge Activating Climate of high expectations Positive reinforcement Knowledge of strategies 18

  19. Stage or Phase Making Every Lesson Count Allison & Tharby Making Every Lesson Count bridges the gap between research findings and classroom practice. Shaun Allison and Andy Tharby examine the evidence behind what makes great teaching and explore how to implement this in the classroom to make a difference to learning. They distil teaching and learning down into six core principles: challenge, explanation, modelling, practice, feedback and questioning, and show how these can inspire an ethos of excellence and growth, not only in individual classrooms but across a whole school. Engage interest Set goals for learning Challenge Guide new learning Explanation Combining robust evidence from a range of fields with the practical wisdom of experienced, effective classroom teachers, the book is a complete toolkit of strategies that teachers can use every lesson to make that lesson count. There are no gimmicky ideas here just high impact, focused teaching that results in great learning, every lesson, every day. Modelling Consolidate and reflect on learning Questioning Making Every Lesson Count offers an evidence-informed alternative to restrictive definitions of great teaching, empowering teachers to deliver great lessons and celebrate high-quality practice. Applying new learning Feedback Allison S. & Tharby A., (2015) 19

  20. Expert teaching requires Challenge So that Learners have expectations of what they can achieve Explanation So that Learners acquire new knowledge and skills Modelling So that Learners know how to apply the knowledge and skills Students engage in deliberate practice Making Every Lesson Count Questioning So that Learners are able to think hard with breadth, depth and accuracy Scaffolding Feedback So that Learners think about and further develop their knowledge and skills 20

  21. Mastery Teaching Stage or Phase Mastery Teaching Hunter A number of direct instruction strategies have been combined by Madeline Hunter into a single, relatively comprehensive approach that she calls mastery teaching (not to be confused with the related term 'mastery learning'). Engage interest Anticipatory set What happens even before a lesson begins? Like many forms of teacher- directed instruction, the model requires curricula and learning goals that are tightly organised and divisible into small parts, ideas, or skills. Set goals for learning Objective and purpose Once this analysis of the curriculum has been done, the Hunter's effective teaching model requires making the most of the lesson time by creating an anticipatory set, which is an activity that focuses or orients the attention of students to the upcoming content. Guide new learning Input Modelling Consolidate and reflect on learning Checking for understanding Throughout a lesson, the teacher repeatedly checks for understanding by asking questions that call for active thinking on the part of students. Guided practice As a lesson draws to a close, the teacher arranges for students to have further independent practice. The point of the practice is not to explore new material or ideas, but to consolidate or strengthen the recent learning. Applying new learning Independent practice Mastery teaching https://uk.sagepub.com/en-gb/afr/madeline-hunters-mastery- teaching/book225807?id=51755 Closure 21 Hubbell, E R., Goodwin, B., (2019)

  22. Mastery teaching Input: Anticipatory set: Short motivating activity to focus learners Explaining concepts and skills Learning objective: Shared with learners Check Guided practice: Demonstrating skill or concept with immediate feedback Independent Study: Solidify skills and knowledge understanding: Multi level questioning 22

  23. New Teacher's Companion Phase 1: Introduction Set a purpose. Introduce the key concepts, topic, main idea. Pull students into the excitement of learning. Make the learning relevant. Stage or Phase New Teacher s Companion Cunningham Phase 2: Foundation Check on previous knowledge. Clarify key points. Focus on specific standards, objectives, goals. Check for correctness and add to background knowledge. Introduce key vocabulary. Engage interest Introduction Set goals for learning Foundation Phase 3: Brain Activation Ask questions to clarify ideas and to add knowledge. Brainstorm main ideas. Clarify and correct misconceptions. Guide new learning Brain activation Phase 4: Body of New Information Provide teacher input. Body of new information Phase 5: Clarification Check for understanding with sample problems, situations, questions. Consolidate and reflect on learning Clarification Phase 6: Practice and Review Provide time for practice and review. Practice and review Phase 7: Independent Practice Supervise students' independent practice. Applying new learning Independent practice Phase 8: Closure Bring the lesson to closure. Closure New teacher s companion http://www.ascd.org/Publications/Books/Overview/The-New-Teachers- Companion.aspx 23 Hubbell, E R., Goodwin, B., (2019)

  24. Phase 1: Introduction Set a purpose. Introduce the key concepts, topic, main idea. Pull students into the excitement of learning. Make the learning relevant. Phase 3: Brain Activation Ask questions to clarify ideas and to add knowledge. Brainstorm main ideas. Clarify and correct misconceptions. Phase 5: Clarification Check for understanding with sample problems, situations, questions Phase 7: Independent Practice Supervise students' independent practice. . Phase 6: Practice and Review Provide time for practice and review. Phase 2: Foundation Check on previous knowledge. Clarify key points. Focus on specific standards, objectives, goals. Check for correctness and add to background knowledge. Introduce key vocabulary. Phase 4: Body of New Information Provide teacher input. Phase 8: Closure Bring the lesson to closure. New Teacher's Companion 24

  25. Stage or Phase Nine Events of Instruction Gagn Nine Events of Instruction Robert Gagne was an educational psychologist who created a 9 step process called 'Events of Instruction'. Engage interest Gaining attention Set goals for learning Informing the learner of the objective This model is a systematic process that helps educators and instructional designers develop strategies and create activities for training sessions Guide new learning Stimulating recall of prerequisite learning Presenting the stimulus material Providing learning guidance Consolidate and reflect on learning Eliciting the performance Providing feedback Assessing the performance Applying new learning Enhancing retention and transfer Nine events of instruction https://mylove4learning.com/robert-gagne-and-the-9-events-of- instruction/ 25 Hubbell, E R., Goodwin, B., (2019)

  26. Nine Events of Instruction Enhance retention and transfer Provide feedback Gain attention Stimulate recall of prior learning Provide guidance Inform learners of objectives Present the content Elicit Assess performance performanc e 26

  27. Principles of Instruction Rosenshine Stage or Phase Rosenshine s Principles of Instruction Begin a lesson with a short review of previous learning. Present new material in small steps with student practise after each step. Ask a large number of questions and check the responses of all students. Provide models. Guide student practice. Check for student understanding. Obtain a high success rate. Provide scaffolds for difficult tasks. Require and monitor independent practice. 10. Engage students in weekly and monthly review. 1. 2. Begin a lesson with a short review of previous learning. Engage interest 3. Present new material in small steps with student practise after each step. Set goals for learning 4. 5. 6. 7. 8. 9. Ask a large number of questions and Guide new learning check the responses of all students. Provide models. Guide student practice. Provide scaffolds for difficult tasks. Do the principles all apply to every lesson? It is very important not to think of the Principles as some kind of lesson plan. Different lessons in a learning sequence will require a different focus: some might have more explanatory modelling; more questioning or more independent practice. You might have whole lessons of practice and whole lessons of teacher modelling and questioning. You might not literally do daily review every day. However, over a series of lessons that relate to a secure sequence, you might expect all elements of the Principles to feature in some form. Require and monitor independent practice. Check for student understanding. Consolidate and reflect on learning Obtain a high success rate. Engage students in weekly and monthly review Applying new learning Rosenshine s Principles https://teacherhead.com/2019/10/02/rosenshines- principles-10-faqs/ 27 Sherrignton, T. (2019)

  28. Guide student practice. Begin a lesson with a short review of previous learning. Present new material in small steps with student practise after each step. Provide models. Ask a large number of questions and check the responses of all students. Provide scaffolds for difficult tasks. Engage students in weekly and monthly review. Require and monitor independent practice. Check for student understanding. Obtain a high success rate. Rosenshine s Principles of Instruction 28

  29. Student Learning that Works Stage or Phase Student Learning That Works McRel A learning model would describe the learning process from beginning to end from the moment a new bit of knowledge first enters a student s consciousness through the long and perilous journey it must take before finding a permanent home in their long-term memory (Sousa, 2011). Such a model would help us to design effective learning experiences for all students. And, just as important, if they re not learning, the model can help us figure out where the blockage or breakdown may be occurring where the knowledge is getting lost on its journey. Engage interest Become interested Set goals for learning Commit to learning Guide new learning Focus on new learning McREL propose not another framework, but a synthesis of the science of learning into a model you can follow and apply right away in your classroom. Not offered as the only way to teach, but rather as one way to develop more expert practice in your classroom. Consolidate and reflect on learning Make sense of learning Rehearse and reflect An important 'flip' happens when we design lessons around learning not simply teaching Applying new learning Extend and apply Student Learning That Works https://www.mcrel.org/student-learning-that-works-wp/ 29 Hubbell, E R., Goodwin, B., (2019)

  30. Become Interested: Stimuli in out sensory register catch our attention Commit to Learning: We determine the stimuli worthy of further attention Focus on new knowledge: We focus on new knowledge and skills while they re in our working memory Make sense of learning: Clustering and linking knowledge to prior learning Practice and Rehearse: Repetition and retrieval to help us store new learning in long-term memory Extend and apply: Apply new learning in novel meaningful ways supports retrieval Student Learning that Works 30

  31. Reference List Reference List Allison, S. & Tharby, A. (2015). Making Every Lesson Count, Crown House Publishing Ltd, Wales ASCD (2020). Making Learning Memorable, Available from http://www.ascd.org/ascd-express/vol13/Making-Lessons- Memorable-Designing-from-Two-Perspectives.aspx [Accessed 11 August 2020] BSCS Science Learning (2020). BSCS 5E Instructional Model, Available from: https://bscs.org/bscs-5e-instructional- model/ [Accessed 11 August 2020] Cunningham, G. (2009). The New Teacher s Companion: Practical Wisdom for Succeeding in the Classroom, ASCD, Alexandria, VA DataWORKS Educational Research (2020). Explicit Direct Instruction Workshop, Available from https://dataworks- ed.com/trainings/edi/ [Accessed 11 August 2020] Evidence Based Education (2020). Great Teaching Toolkit, Available from https://www.greatteaching.com [Accessed 11 August 2020] Hubbell, E. R., Goodwin, B. (2019). Instructional Models How to Choose One and How to Use One. McRel International, Denver. 31

  32. Hunter, M. (2004). Mastery Teaching: Increasing Instructional Effectiveness in Elementary and Secondary Schools, (Second Edition), Santa Susana Elementary School, Simi Valley, CA McREL International (2018) White Paper: Student Learning That Works: How brain science informs a student learning model, Available from https://www.mcrel.org/student-learning-that-works-wp/ [Accessed 11 August 2020] My Love 4 Learning (2019). Robert Gagne and the 9 Events of Instruction, Available from https://mylove4learning.com/robert-gagne-and-the-9-events-of-instruction/ [Accessed 11 August 2020] National Institute for Direct Instruction (2020). The Gold Standard in Direct Instruction, Available from: https://www.nifdi.org [Accessed 11 August 2020] Sherrington, T. (2019). Rosenshine s Principles in Action, John Catt Education Ltd, Woodbridge Simply Psychology (2020). Kolb s Learning Styles and Experiential Learning Cycle, Available from: https://www.simplypsychology.org/learning-kolb.html [Accessed 11 August 2020] Teacherhead (2019). Rosenshine s Principles: 10 FAQs, Available from https://teacherhead.com/2019/10/02/rosenshines-principles-10-faqs/ [Accessed 11 August 2020] 32

  33. Welsh Government (2020). Curriculum for Wales, Available from: https://hwb.gov.wales/curriculum-for- wales/introduction/ [Accessed 11 August 2020] Welsh Government (2020). Curriculum for Wales, Available from: https://hwb.gov.wales/curriculum-for- wales/designing-your-curriculum/implementation-and-practical-considerations/#pedagogy [Accessed 11 August 2020] Wikipedia (2020). Gradual Release of Responsibility, Available from https://en.wikipedia.org/wiki/Gradual_release_of_responsibility [Accessed 11 August 2020] Wiliam, D. (2018). Creating The Schools Our Children Need, Learning Sciences International, West Palm Beach 33

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