Evidence Based Education

The Model for Great Teaching offers a curriculum for teachers’ professional learning.

It provides a common professional language and a shared structure for enabling Great Teaching.

"Having words for important concepts enables community members to talk about them, think together and agree on their meaning, interrogate them for deeper understanding and gain collective clarity around related action and impact."

Language for learning leadership
Stoll (2020)

Which Element will you focus on first?

Let us know in the comments below! 👇

How have you maximised opportunities to learn in the classroom?

Aimee Watson and Jonathan Starr, class teachers and GTT Leads, at Victoria Infant & Nursery School, part of the @WELLPartnership spoke to us about how they have successfully used the Development Cycles and pupil surveys to improve teaching practice.

We Need a Revolution in Professional Learning  

"A profession built around learning should be much more serious about the learning of its own professionals. We would not accept a model of student learning that was occasional, one-size-fits-all, poorly sequenced and barely assessed. Yet that is too often what we offer teachers.

This is not because teachers are unwilling to learn. Nor is it because schools and colleges do not care about improvement. The problem is more uncomfortable than that: our systems often assume that expertise will develop through experience, goodwill and exposure to ideas..."

In this new paper by Professors @ProfKime and @ProfCoe they make the case for a different approach: one that protects time, builds expertise and looks carefully at whether professional learning is improving practice.

Download the paper here 👇
hubs.la/Q04CrG1Y0

"When misconceptions are not addressed, they can become further embedded in students’ understanding, creating barriers to future learning and potentially contributing to widening gaps in attainment.

Understanding misconceptions helps us respond to what students are thinking, rather than making assumptions about what they need. Diagnosing misconceptions is an important part of adaptive expertise, allowing us to provide appropriate support while maintaining high expectations for all."

Blog by Faye Morris on misconceptions hubs.la/Q04CrFgC0

What if inclusive teaching started before a student encountered a barrier to learning?

Every classroom brings together learners with different starting points, strengths and needs. The challenge is anticipating barriers to learning, rather than only responding when they arise.

That's where high-quality, adaptive teaching comes in.

Inclusion isn't about lowering expectations or creating a different lesson for every learner. It's about developing the expertise to adapt teaching so more students can access the same ambitious curriculum.

Through the Great Teaching Toolkit's Development Cycles, teachers can:

- Use learner feedback to identify potential barriers to learning.
- Explore evidence-informed approaches to scaffolding, explanations and adaptive teaching.
- Put techniques into practice, reflect on their impact and refine their approach over time.

Because inclusive practice isn't a one-off initiative. It's something we develop, embed and strengthen through sustained professional learning.

Find out more about the Great Teaching Toolkit and the Development Cycles feature here hubs.la/Q04Cz60J0