Home / What were lessons like / Strategies to support independent learning
What evidence was there of strategies to support independent learning?
In most of the lessons analysed, the central feature was that teachers asked questions and students answered them, and occasionally students asked questions and teachers answered. In some classes many students posed their own directions for enquiry and worked on them. The teachers did not, unlike many teachers, answer their own questions except very occasionally to move things on after a lot of time had elapsed on one question. We summarise the potential combinations of this situation in the first grid.
In the second grid we summarise a similar feature, which is about who gives the examples and who redirects their attention as a result of the examples. In many of the video lessons students' examples were redirecting the attention of other students, with the teacher's help. In two cases, whole lessons were directed in this way; in others, short sequences were directed this way. In both grids, independent learning would be indicated by a vertical join between the right-most cells in each grid. In lessons of less responsive teachers one would expect to see most of the talk indicated by a vertical join between the leftmost cells in each grid.
Pages in this section:
- How did teachers help students
- How did teachers use questions
- How was discussion managed
- How were ideas shared
- How were right answers dealt with
- How were wrong answers dealt with
- Lesson structures
- Lesson structures details
- Observations about lesson comparison
- Public writing in lessons
- Questions and prompts
- Strategies to support independent learning
- Task types used
- What habits have been established
- What ideas were emphasised
- What questions were answered quickly
- What was said about what is important
- What were lessons like
- What were lessons like details
- What writing were students asked to do
