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Sue Heightman
Fellow
School-based research into the benefits of using an effective learning model in the work of mentors and trainee teachers at Tolworth Girls’ school, a London teacher training school
Researched by Susan Heightman Deputy Head and EdDoc Student
For four years school based research, supported by Brunel University, MirandaNet and the DfEE, has been carried out by Sue Heightman. The work has investigated the benefits of using an effective learning model in the collaborative work of trainee teachers and their mentors in the planning, delivery and evaluation of lessons. The teacher training mentoring programme includes a study of recent research findings into learning processes, the use of ICT in effective learning activities and multiple lesson evaluation to achieve optimum learning gains for pupils, trainee teachers and mentors. The school provides teaching experience for 30 trainee teachers each year from five HEIs. Work is initiated with each cohort of trainees during effective learning seminars and workshops. Trainees then apply and evaluate the theory in lessons planned and delivered to the model.
The data that has been gathered from the trainee teachers involved in the work, has shown that it enhances the development of their professional confidence and helps them to ‘hit the deck running’ in the classroom. The pupil feedback element is perceived by mentors and trainees to inform future teaching and enhance the understanding of what it is to teach for pupil learning. Mentors working alongside trainee teachers have found using the model has prompted shared reflection in action about teaching and learning. When planning lessons to the model trainees have received directed encouragement from mentors to take a pupil learning centred rather than content delivery centred. approach. This has resulted in lessons which pupil evaluation has shown to be successful and where the learning outcomes have been met by pupils across the entire ability range. Working collaboratively in the delivery of effective learning lessons has also helped trainee teachers to integrate into the departments they have joined and share in the learning ethos of the school.
The Effective Learning model shown below, is summarised in the image of a hand. Pupil performance should be the dominant feature of an EL lesson. The teacher should plan how all learners are going to be given a sense of belief in their ability to succeed in the lesson (basis). The purpose of the lesson and its benefits to the pupil should be explained in the short and the long term. In order to reach all abilities and styles of learning amongst the pupils they should receive the subject content via a varied input. ICT can have a valuable role in this respect.
Learning outcomes should be presented though varied output which continues to emphasise the pupil performance of their learning using a wide range of skills. Recall of their learning is a very important dimension of the model and is directed through the pupils being required to answer the following questions for the trainee teacher.
- What did you learn about the lesson today?
- What learning methods did you use?
- What did you think I wanted you to learn?
- If you were asked to teach this lesson to a class, how would you do it?
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