PEPPA in Action - What does high quality teaching look like in action? Ian Stonnell

Our PEPPA teaching and learning model is coming up to its 2nd birthday. You can read the original blog piece launching it here. Recently we have released the PEPPA in action summary guidance - a quick read to remind us all of the excellent pedagogical practices and systems we have at Denbigh that help us deliver the impactful lessons that support our students to 'know more, remember more, do more!' . 

Click on the image to see a live version of the guidance with hyperlinks to resources.

What does great teaching and learning look like in action?

PLANNING - We ensure:

• our lesson follows the curriculum plan;

• our lesson has clear learning objectives and we are sure of the knowledge and skills we intend our students to acquire or rehearse - limiting cognitive overload;

• adaptations for students are made based on knowing our students including SEND; giving appropriate stretch and challenge.

• knowledge from previous learning and assessment is used to adapt out planning;

• our lesson tasks are logically sequenced to ensure longer term memory and recall;

• other staff supporting the lesson are informed and prepared for the lesson;

ENGAGEMENT - We ensure:

• clear entry routines are planned and followed - meet and greet; distribution of books; do now activities ready on board etc.
• behaviour for learning strategies are used effectively to maximise attention such as SLANT and steps to success; and learning modes.
• seating plans are implemented;
• prior knowledge is engaged; and students are made aware of ‘Why this? Why now?’.

PEDAGOGY - We ensure:

• clear explanations and models are used to communicate knowledge and skills;
• scaffolds are given when required;
• when reading we use effective strategies to ensure students ‘read to learn’;
• students are given opportunities to practice and rehearse new knowledge and skills;
• we use technology effectively to enhance teaching and learning including the setting of homework. 

PROGRESS - We ensure:

• questioning and feedback strategies are being used routinely to check the progress of all learners giving opportunities to provide feedback and be adaptive in our teaching (AFL); 
• we move throughout the classroom when students are engaged in practice to assess progress and provide support;
• students are given opportunities to demonstrate mastery of learning through written work or oracy.

Many of the great pedagogical stragies are outlined in your walkthrus book.

No doubt that our the PEPPA in action guidance will evolve as we learn more from educational research and new or rediscovered pedagogical strategies come to light - we are always looking to improve. Nevertheless, as a basis, these core priciples form a narrative for our philosphy of teaching and learning at Denbigh that we aspire to deliver for all.