Session 70: The most successful teaching & learning strategies you have ever implemented in your class

Topic of Discussion:

What have been the most successful teaching & learning strategies you have ever implemented in your class?

Session Summary:

It was quite a varied and frenetic session as usual. Some themes came to the fore again and again especially self-directed learning; the work of Sugatra Mitra; working in groups; paired working; reflection on learning. Certain techniques were flagged up “no hands rule; use of mini-white boards, Kagan, learning environments that are supporting; bolstering self-esteem; positivity; curiosity; creativity; identify students to lead plenary at end of lesson at the beginning; Get class blogging – quadblogging; tallies for whole class rewards; encouraging independent learning; wait time when questioning; talk about their thinking and reasoning; conversational learning; talk with learning partners before answering any questions; pair and share; Glazer learning model structure for lesson delivery – a good mix of interaction and independent work; offering choice to pupils; cross class working; allowing time to play; list/describe/explain/evaluate; new audiences beyond the school;  project based learning and philosopy; swapping age-groups; cross-curricular working; read to them every day; invite varied guests in; learning by discovery using pupils’ interests; stand back and watch with purpose.

[pullquote]Start the lesson by identifying students to lead the plenary at the end. Keeps them really focused[/pullquote]Some people were of the opinion that’ Best teaching/learning has always been when no WILF/WALT/LO were written or discussed” others people thought role reversal and learning with pupils is more realistic. Other strategies such as open questioning were flagged up to get exploratory learning going. The idea of “learning detectives” was put forwards. Catering for kinareasthetic learners by making shapes of letters and words with hand and a pen. Getting the children to teach and assess each other was flagged up more than once. One person asked “WILF and TIBS became a mantra – what ever happened to the hidden curriculum and discovery learning?” Exploring and giving time to make mistakes and learn from them as well as slowing down the lesson and using a whole lesson to go over and summate what happened last time was another way of teaching and extending in depth the subject. Other unique strategies were hands up to ask a question rather than answer it; film students inthe process of learning as a diagnostic; the use of drama; the use of carousels of activities; put learners in different environments e.g. forest schools for instance.

The idea of making learning more transparent using technology like visualisers was also brought up. High challenge with creative and carefully structured learning were other suggestions. And lastly quite a few people suggested strategies for pupils working with each others’ work for assessment and making that a highly physical mobile activity as well for engagement.

All in all the session promoted positivity and highly creative solutions there was such a diversity of ideas!!

Eye-Catching Tweets from the Session:

@mister_jim #ukedchat this is a recipe for success, involving pupils in their own learning is great.

@KempsterD Creating a learning environment which was supportive of all and built self confidence.Collaboration was key

@josephinessmith:  start the lesson by identifying students to lead the plenary at the end. Keeps them really focused

@MrAColley: Wait time when questioning

@egalr: children talk with learning partners before answering any Q – I really believe talking helps thinking (it does for me anyway!)

@fluffylizwiz: @egalr think pair share!

@asober: Making learners responsible for own and peer learning and giving them a real audience is very effective

@primary_ed: Getting children to talk about their thinking and reasoning. Conversation leads to understanding

@Jennyfer08: allow pupils to peer mark work of other using the same feedback for you give – empowering for pupils and allows progression

@trainieteacher: I also think that it is important to follow and plan around the children’s interests. Motivated and engaged learners learn best!!!

@KristianStill: the best teaching I have seen has been whole school STEM days

@helenhamill: present work in several ways! not all children learn in same way. set on tasks in linear format, bullet points, use IT, extension

@MattFothergill: Hands up to ask a question but NO hands up to answer


Tweet of the week:

Really really difficult but liked :

@KristianStill: talk less


Useful Links noted during the session:

#SOLO taxonomy;

Learning Objectives;

Class Dojo;

inter-schools times-table competition video;

QR codes for reading;

Triptico Desktop Resources;

learning log videos; TeachMeet London 2011;

KS4 Physics EM SPectrum TV show resources;

Thinking Toolbox pictures on FLickr;

Gamifying Education;;

Learning Logs video;

Nottingham High School Publish their storybirds;;

Online pinboard;


Collaboration cross phase through Blogging;

Who asks the questions in your classroom,;

Short stories from the classroom;

Best tools to make a PLN;

Sugatra Mitra’s Learning techniques;

More Sugatra Mitra resources;

Technology and Plagiarism;

A web whiteboard;

Five bottoms on a bed How what where who why when;

Y5 internet safety group brainstorming;;

Headline Hangman for topical stuff;

Singup day;

Neil Hopkins blog on Choosing;

Bloom’s Taxonomy action verbs PDF resource;

Using feedback as the lesson;

School Design on learning and teaching;

Building learning power; Memiary resource online;

National College – New tech on children’s learning;

Creative story writing with Imindmap5;
Peer contributions to assessment;

Map of assessment;

Who asks the questions in your classroom blog post;

Online Working wall;

Global Citizenship;

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About UKEdChat Editorial 3188 Articles
The Editorial Account of UKEdChat, managed by editor-in-chief Colin Hill, with support from Martin Burrett from the UKEd Magazine. Pedagogy, Resources, Community.


  1. Just do away with starters, plenaries etc and this ridiculous notion that an observed lesson can only be good or satisfactory or outstanding if the observer can tick their silly little boxes on their little pieces of paper and show their paperwork to their heads and get a pat on the head or an email to their staff to show how how great they are when everyone knows they love licking arse and want a bit of promotion.

  2. I love the fact that still in the UK people are not basing the classroom practices on the best research, just ‘what I think works’. Time for a change people, get some action research on the go and make the time in your class count!

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