Tom Cassidy

Reason-Ability · Tom Cassidy · from the Great Teaching Toolkit findings (greatteaching.com · @ProfCoe)

Great Teaching

A 72-page evidence review as one wheel — twelve elements that spell out the craft, one focus a week, with the G that completes GREAT TEACHING at the centre.

CONTENTENVIRONMENTLEARNINGHARD THINKING13GGeniusRelationshipsExpectationsAutonomyTrustTechniquesExplainingAssessingCoherenceHardwiringInquiringNeuro-function123456789101112
Week 13 · the G that completes the word
Click any slice to read its focus and word of wisdom; press Play to walk the programme. Begin it and the wheel opens on the week you're on.

The Great Teaching Toolkit's evidence review runs to 72 pages and four dimensions of what demonstrably works in teaching. This wheel is that review as a single object: twelve elements whose initials, read clockwise from the top, spell GREATTEACHIN — and the hub supplies the G that completes GREAT TEACHING. One element a week, the dimensions taking their share of the ring by weight of evidence: a single deep element for content, four for the environment, one for maximising learning, six for hard thinking. Tap a slice to meet its element; press Play to walk the thirteen.

CONTENT

1 · Understanding the content

A subject genius understands the content, how it is learnt, the curriculum context, typical misconceptions and the common friction points along the learning journey.

  1. Week 1

    Genius

    Be a subject genius: know the content, how it is learnt, where it sits in the curriculum, the typical misconceptions and the friction points along the learning journey.

ENVIRONMENT

2 · A supportive environment

Great teachers set high expectations and create relationships of deep trust and respect between all parties. Students feel learning autonomy and are motivated, supported and challenged effectively.

  1. Week 2

    Relationships

    Relationships of deep trust and respect between all parties — the ground every other element stands on.

  2. Week 3

    Expectations

    Set high expectations and mean them: students rise to the level you genuinely believe they can reach.

  3. Week 4

    Autonomy

    Students feel learning autonomy — supported and challenged, but holding the steering wheel themselves.

  4. Week 5

    Trust

    Students feel safe to try, fail and ask. Without trust, challenge reads as threat; with it, challenge reads as respect.

LEARNING

3 · Maximising learning

Great teachers use techniques of managing resources and people such that learning time and opportunity are maximised. Systems and procedures are clear, strongly reinforced and anticipatory.

  1. Week 6

    Techniques

    Manage resources and people so learning time and opportunity are maximised — systems and procedures clear, strongly reinforced, anticipatory.

HARD THINKING

4 · Activating hard thinking

Great teaching involves activating high neurological function: working the brain hard, thinking about the learning process, metacognition & metalearning. Inquiring — questioning. Hardwiring — embedding. Coherence — structuring. Assessing — interacting, feedback, guidance. Explaining.

  1. Week 7

    Explaining

    Connect new ideas to what students already know; make the abstract concrete; say it clearly, then check it landed.

  2. Week 8

    Assessing

    Interacting, feedback, guidance — finding out what students actually think, and responding to it.

  3. Week 9

    Coherence

    Structuring: the pieces connect and accumulate — every lesson knows where it sits in the journey.

  4. Week 10

    Hardwiring

    Embedding: practice, retrieval and spacing until knowledge is automatic enough to build on.

  5. Week 11

    Inquiring

    Questioning: the brain works hard when it has to answer. Ask more, tell less.

  6. Week 12

    Neurofunction

    Work the brain hard — and think about the learning process itself: metacognition and metalearning.