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STATE THE LEARNING OBJECTIVE:Clearly state the day's learningobjective at the start of thelesson. Example: "Today, we willlearn to identify…10 steps to effective practiceLesson Delivery “Stick to the Basics” BEGIN THE LESSON WITH A "DO NOW"Start each lesson with a "Do Now"activity that students complete in 5minutes. Tell students exactly whatthey need to do. Circulate to checkwork ethic. ASK A RANGE OF QUESTIONSAt the end of the DO NOW task, askdifferent students various questions tokeep them engaged and check theirunderstanding. Use student names. GAIN STUDENT ATTENTIONUse a consistent signal to regainstudent attention, such ascounting down from 3. Example:"3, 2, 1, eyes on me."EXPLICIT INSTRUCTIONS MODELING AND DEMONSTRATIONSDemonstrate tasks or behavioursbefore asking students to performthem. Example: Show how toannotate a text before students do itthemselves.KEEP THE LESSON MOVINGMaintain a good pace by keepingactivities within set time limitsand reminding students of timeconstraints. MONITOR STUDENT WORKCirculate the room while studentswork, providing support andchecking for understanding. Givepraise and repeat expectations. CLEAR EXPLANATIONSProvide concise explanations toavoid cognitive overload,ensuring that the information isclear, straightforward, andmanageable for studentsIncorporate activities that requirestudent participation, such asthink-pair-share or answeringquestions. Completingworksheets.Harrow Way Basic Expectations - Phase OneProvide step-by-step instructionsfor each activity. Check forunderstanding by asking students torepeat the instructions. Say it loud,say it proud. ACTIVE LEARNING

Where the basics might go wrongIf the teacher does notcirculate effectively orprovide meaningfulfeedback, students may feelunsupported or unsure oftheir progress.Providing too muchinformation at once canoverwhelm students, leadingto cognitive overload andreduced understanding.Not keeping activities within set time limitscan result in unfinished tasks and a lack ofstudent focus.Failing to ask enough questions during and after the "Do Now"task can lead to missed opportunities to engage students andbuild their understanding.Talking when students are talking andnot using consequences can lead to alack of attention and respect, resultingin a disruptive classroom environment.WHERE ITMIGHT GOWRONGOverloadingInformationIneffectiveCirculationNot Gaining AttentionNot Using Time LimitsInsufficient QuestioningInefficient PracticeStick to the Basics

POSITIVE REINFORCEMENTRecognise and rewardpositive behaviour regularlywith praise, certificates, andappropriate incentives.Behaviour for Learning“10 steps to effective practice”10 Steps to SuccessCLEAR EXPECTATIONSDefine, communicate, andconsistently reinforce behaviouralexpectations for studentunderstanding and compliance.POSITIVE RELATIONSHIPSLearn student names, askquestions, and show genuineinterest to foster mutualrespect.POSITIVE ENVIRONMENTArrange the classroom tominimise distractions, usingvisual aids and effectiveseating arrangements.GAIN ATTENTIONCONSISTENT CONSEQUENCESApply fair and consistentconsequences forinappropriate behaviour toensure studentunderstanding.CLEAR INSTRUCTIONSGive explicit, step-by-stepinstructions; checkunderstanding by havingstudents repeat instructionsback.CIRCULATE AND OBSERVEMove around the classroom,monitor behaviour, providesupport, and address issuespromptly.NON-VERBAL CUESEmploy hand signals andeye contact to quietlymanage classroombehaviour effectively.Establish and communicatetime limits for activities tomaintain focus andproductivity.Behaviour for Learning - Ten StepsImplement attentionstrategies like countdowns;avoid talking whenstudents are talkingsimultaneously.CLEAR TIMEFRAMES

Behaviour ManagementWhere the basics might gowrongWhile trying to create apositive environment,overloading the classroomwith too many visual aids oroverly complex seatingarrangements can becomedistracting.Students may not feelmotivated to maintain goodbehaviour if positivereinforcement is infrequent orunevenly applied.If attention-gaining strategies likecountdowns are not used consistently oreffectively, students may ignore them, leadingto a noisy and unmanageable classroom.If instructions are unclear or not detailed enough, studentsmay become confused about what to do, leading to off-taskbehaviour and frustration.If behavioural expectations are notconsistently reinforced, students maybecome confused about what isacceptable, leading to inconsistentbehaviour and a lack of discipline.WHERE ITMIGHT GOWRONGInfrequentPraiseOverloadedEnvironmentInconsistent ExpectationsInconsistent AttentionUnclear InstructionsInefficient practice

Randomly select students toensure everyone remainsattentive and prepared toanswer.Questioning “10 steps to effectivepractice”COLD CALLPLAN QUESTIONS IN ADVANCEPrepare key questions thatcover various cognitivelevels and objectives.USE NAMES TO PERSONALISEAlways address students byname to make them feelrecognised and valued.HIGH PARTICIPATION RATEUse think-pair-share andother strategies to engage allstudents actively in thediscussion.WAIT TIMEVOLLEYING QUESTIONSDistribute questions around theroom to involve multiple studentsin the conversation. Get studentsto respond to each other'sanswers. CONNECT QUESTIONS Link questions to students'prior knowledge to help themmake connections and buildon existing understanding.ASK FOLLOW-UP QUESTIONSEncourage elaboration andjustification by probingdeeper into initial studentresponses.INCORPORATE PRAISEFrequently praise studentsto acknowledge theireffort and encouragecontinued participation.Give clear, constructive feedbackhighlighting strengths andsuggesting areas forimprovement.Questioning Basics Allow students appropriatewait time to think beforeproviding their response.They may write their ideasdown. PROVIDE FEEDBACK10 steps to effective practice

Questioning BasicsWhere the basics might gowrongFailing to probe deeplyenough can preventthorough understandingand meaningful learningopportunities.Only asking one or twoindividual questions can limitstudent engagement andparticipation, leaving manystudents passive.Not allowing sufficient wait time can pressurestudents to respond quickly, resulting insuperficial answers and lower-quality thinking.Providing vague or infrequent feedback can leave studentsuncertain about their performance and how to improve, andcan allow misconceptions to persist unaddressed.Not preparing key questions inadvance can result in superficial orirrelevant questions that fail tostimulate deep thinking.WHERE ITMIGHT GOWRONGLimitedQuestioningNot ProbingDeeplyLack of PreparationInadequate Wait TimeInsufficient FeedbackInefficient practice

CHUNK INFORMATIONBreak down information intosmaller chunks to preventoverwhelming students,making processing andretaining information easier.Explanations“10 steps to effectiveexplanations”IDENTIFY LEARNING OBJECTIVESClearly define learning goals toensure teacher and studentsunderstand the lesson'spurpose, fostering motivationand achievement.KNOW YOUR AUDIENCEUnderstand students' priorknowledge to build on theirknowledge, making newinformation more accessible andrelevant.USE CONCRETE EXAMPLESProvide relatable examples tohelp students connect toreal-life situations, enhancingunderstanding and retention.INCORPORATE VISUAL AIDSUSE CLEAR AND CONCISE LANGUAGESimplify language and avoidjargon to help students easilyunderstand the material, reducingcognitive load and encouragingengagement.CHECK FOR UNDERSTANDINGRegularly assesscomprehension to identifygaps and allow for timelyinterventions, ensuringstudents stay on track.ENCOURAGE ACTIVE LEARNINGEngage students throughinteractive activities topromote active thinking andparticipation, increasingmotivation and self-efficacy.CONNECT TO PRIOR KNOWLEDGERelate new information topreviously learned concepts tohelp students create meaningfulconnections, facilitating deeperunderstanding.Summarise key points to reinforcelearning and ensure studentsunderstand the main concepts,reducing cognitive overload.Created by Andrew WhitworthUse visual aids to clarifycomplex concepts andmaintain students' attentionwith different representationsof information.REVIEW AND SUMMARISE10 steps to effective practice

Inefficient PracticeExplanations Failing to return to coreideas regularly and notspending enough timeconsolidating knowledgecan result in knowledge orskills not becoming fullyautomated.Providing too much information atonce can overwhelm students.When explanations are toodetailed or complex, it can bedifficult for students to processand retain the key points, leadingto cognitive overload.Relying solely on verbal explanations can be ineffective,as spoken words are transient. Without visual aids toreinforce and clarify the concepts, students may findretaining and understanding the presented informationchallenging.Using examples or analogies that are not relatable or relevantto the students can create confusion. If students cannot seethe connection between the example and the concept beingtaught, the explanation can fail to enhance theirunderstanding and may even introduce misconceptions.Unclear or imprecise explanationscan cause misunderstandings,making it hard for students to graspand apply concepts correctly.where itmight gowrongWhere the basics might go wrongLack of ClarityOverloading Ignoring PriorKnowledgeLack of Visual SupportInconsistent Use of Examples

10 steps to effective practiceINTRODUCE THE 'BIG IDEA'Clearly explain the 'big idea'or main concept of thelesson, showing how it fitswithin broader themes andconcepts.Priming forLearning “10 Steps to Effective Practice”ACTIVATE PRIOR KNOWLEDGEConduct prior knowledgeassessment (quiz, discussion,retrieval tasks) to gaugestudents' existingknowledge on the topic.EVALUATE PRIOR KNOWLEDGEReview the assessment resultsto identify students' strengthsand knowledge gaps,incorporating questioning andproviding feedback.ADAPT THE JOURNEYAdapt the curriculum journeybased on the existingknowledge, spending greatertime on existing knowledge ifneeded. HIGHLIGHT VALUE CONNECT KNOWLEDGEDesign activities that helpstudents connect newknowledge with existingschema.STATE OBJECTIVESClearly articulate lessonobjectives, ensuring studentsunderstand what they areexpected to learn and achieveby the end of the lesson.USE SCAFFOLDINGImplement scaffolding methods(graphic organisers, guidedpractice) to support students asthey connect new information towhat they already know.CLARIFY TAKEAWAYSOutline the key takeaways andessential points studentsshould remember, emphasisingtheir importance and relevanceto overall learning.Establish clear expectationsand success criteria sostudents know whatsuccessful learning looks likeand can measure theirprogress.Priming for Learning Clearly explain the value ofthe new information to helpgain student attention anddesire to integrate newknowledge.SET EXPECTATIONS

Inefficient PracticePriming for LearningSticking rigidly to thecurriculum without adaptingto students' prior knowledgeand learning pace can resultin disengagement andineffective learning.Failing to clearly explain the 'bigidea' or main concept and itsbroader context prevents studentsfrom understanding how newinformation fits within largerthemes and concepts.Failing to connect prior knowledge with newinformation explicitly can make it difficult forstudents to understand and integrate newconcepts effectively.Not articulating lesson objectives and success criteriacan leave students uncertain about what they areexpected to learn and achieve, impacting their motivationand progress.Not assessing students' existingknowledge before starting a lessoncan lead to gaps in understandingand missed opportunities formeaningful connections.where itmight gowrongWhere the basics might go wrongNo Prior AssessmentNo Coherent IdeaRigidCurriculum No Linking KnowledgeInconsistent Use of Examples

THINK-PAIR-SHAREHave students thinkindividually, discuss with apartner, and share with theclass to gauge overallunderstanding.Checking forUnderstanding“10 steps to effectivepractice”WHOLE-CLASS QUESTIONINGUse questions directed to theentire class to assessunderstanding effectively andthoroughly.HINGE QUESTIONSPose critical questions at keypoints to assessunderstanding beforeprogressing any further.COLD CALLINGRandomly select students toanswer questions, ensuringeveryone is prepared toparticipate actively and equally.MULTIPLE CHOICE QUESTIONSMINI-WHITEBOARDSUse mini-whiteboards forstudents to write responses,allowing quick visual checks ofunderstanding.INFORM INSTRUCTIONUse checking forunderstanding to identifyweaknesses and adjustinstruction accordingly forcontinuous improvement.EXIT TICKETSAt the lesson's end, ask studentsto write a brief responseassessing their understandingeffectively and concisely.CONSTRUCTIVE FEEDBACKOffer timely, specificfeedback to help studentsunderstand mistakes andimprove their learningoutcomes continuously.Encourage students to assesstheir own and peers' work usingprovided rubrics for fosteringindependence and accountability.Checking for Understanding Implement multiple-choicequestions to quickly assessdiverse student understandingcomprehensively.SELF AND PEER-ASSESSMENT10 Steps to success

Inefficient PracticeChecking for Understanding Not asking follow-upquestions to probe deeperunderstanding can result inmissing gaps in students'knowledge.Not providing enough specificfeedback does not helpstudents understand whatthey did right or wrong,hindering their ability toimprove.Failing to engage quieter students and onlyinteracting with those who are more vocal canoverlook the understanding levels of a significantportion of the class.Advancing to new material without ensuring the currenttopic is understood can cause cumulative knowledgegaps that hinder future learning. Always calling on the same fewstudents can result in unevenparticipation and may not give a truepicture of the entire class'sunderstanding.where itmight gowrongWhere the basics might go wrongLimited QuestioningMinimal FeedbackSkippingFollow-Up Ignoring Silent StudentsMoving On Too Quickly

SPACED RETRIEVALImplement spaced repetition byregularly revisiting taughtmaterial. Increase frequency ifretention is insecure to enhanceunderstanding. Retrieval Practice “10 Steps to EffectivePractice”PLAN FOR RETRIEVALDesign lessons with specificretrieval questions, ensuringconsistent, deliberate practice toreinforce learning and assessstudent understanding.BUILD IN SCOPEGradually increase retrievaltask complexity, starting withfoundational knowledge anddeepening understanding tomaintain high expectations.VARIED FORMATS Employ multiple-choice, short-answer, and other question typesto build robust, comprehensiveschema and reinforce deeplearning.INTERLEAVE TOPICSIMMEDIATE FEEDBACKProvide prompt feedback tocorrect misconceptions right afterretrieval, evaluate learningstrength, and adapt strategies asneeded.KNOWLEDGE TRANSFEREncourage students to applyretrieved knowledge indifferent contexts to enhancetheir ability to transfer skillsacross various settings.DEEPEN KNOWLEDGEUse retrieval questions to probedeeper, asking increasinglycomplex questions each time toenhance and deepenunderstanding.SUPPORTIVE ATMOSPHEREDevelop a classroomculture where challengesand mistakes are viewedas opportunities forbeneficial learning.Connect recalled material tobroader concepts after retrievalto build a cohesive understandingand promote deeper learning.Retrieval PracticeMix related topics duringretrieval to improve thedifferentiation of conceptsand applications in variedcontexts for better outcomes.LINK MATERIAL10 Steps to success

Inefficient PracticeFailing to return to coreideas regularly and notspending enough timeconsolidating knowledgecan result in knowledge orskills not becoming fullyautomated.Not providing immediatefeedback can allowmisconceptions to persist andprevent students fromunderstanding their mistakes.Not building the scope and complexity of skillsand ideas, shallow retrieval practices, lowexpectations, and not probing during questioningcan stunt intellectual growth and preventmeaningful learning.Viewing retrieval practice only as a starter activityrather than integrating it throughout the lesson canreduce its effectiveness and miss opportunities forreinforcement.Focusing solely on foundationalknowledge can limit the developmentof higher-order thinking skills anddeeper understanding.where itmight gowrongWhere the basics might go wrongRetrieval PracticeOveremphasis onFoundational Lack of FeedbackInsufficientRepititionLack of DepthLimiting Retrieval to Starters

SUMMARISE KEY POINTSHave students summarise themain ideas in their own wordsto reinforce understanding andretention.Generative Learning “10 steps to effectivepractice”SELECT RELEVANT INFORMATIONGuide students to identify andselect the most importantinformation from the lessonmaterial.ORGANISE AND MANIPULATEEncourage students to usevarious tools such as diagrams,charts, and tables to organiseand manipulate the selectedinformation.INTEGRATE PRIOR KNOWLEDGEPrompt students to connect newinformation with what theyalready know, makingconnections explicit andrelevant.ACTIVE PROCESSINGENGAGE IN SELF-EXPLANATIONEncourage students to explainthe material to themselves orpeers to deepen understandingand reinforce key concepts.RETRIEVAL PRACTICEUse activities that requirestudents to retrieveinformation from memory,strengthening their recall.FACILITATE ACTIVE DISCUSSIONSOrganise structured discussionswhere students actively share,debate their ideas, and challengeeach other’s viewpoints. IMMEDIATE FEEDBACKGive prompt feedback onstudents' work to helpthem correctmisunderstandings andreinforce learning.Encourage students to apply theirknowledge to different scenariosor problems, making theirknowledge and skills moreflexible.Generative LearningEncourage students to avoidpassive strategies likecopying and instead engage inactivities that require activeprocessing of the information.APPLY TO NEW CONTEXTS10 Steps to success

Inefficient PracticeGenerative Learning Failing to encouragestudents to explain materialto themselves or otherslimits their ability toreinforce key concepts anddeepen understanding.Not prompting students torelate new information to priorknowledge results in isolatedfacts that are harder toremember and apply in newcontexts.Conducting discussions without structure or cleargoals can lead to off-topic conversations,reducing the opportunity for meaningful debateand idea exchange.Providing no feedback means students cannot correctmisunderstandings and reinforce correct information,impeding their learning progress.Encouraging students to copy notesor text simply leads to surface-levelengagement, preventing activeprocessing and deeperunderstanding of the material.where itmight gowrongWhere the basics might go wrongPassive CopyingLack ofConnectionsNo Self-ExplanationUnstructured DiscussionsNo Feedback