HIGH IMPACT TEACHING STRATEGIES
Excellence in Teaching and Learning
Overview
When teachers adopt explicit teaching practices they clearly show students what to do and how to do it.
The teacher decides on learning intentions and success criteria, makes them transparent to students, and demonstrates them by modelling.
The teacher checks for understanding, and at the end of each lesson revisits what was covered and ties it all together (Hattie, 2009).
KEY ELEMENTS
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Shared learning intentions
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Relevant content and activities
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New content is explicitly introduced and explored
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Teacher models application of knowledge and skills
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Worked examples support independent practice
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Practice and feedback loops uncover and address misunderstandings
RELATED EFFECT SIZES
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Goals – 0.56
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Worked examples – 0.57
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Time on task – 0.62
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Spaced practice – 0.60
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Direct instruction – 0.59
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Teacher clarity – 0.75
This strategy is demonstrated when the teacher:
Explains what students need to know and be able to do by the end of the lesson or unit.
Uses worked examples to show students how to do something.
Allows students sufficient time to practice what they have learned.
Guides student practice by monitoring their work and providing help when it is needed.
Reinforces the main points at the end of the lesson.
This strategy is NOT demonstrated when the teacher:
Is didactic, using teacher-centred, uninterrupted monologue with few opportunities for students to be active in the learning
Restricts class discussions and student input is discouraged
Responds judgmentally to students’ attempts at problem solving activities rather than treating each attempt as an opportunity for further learning.
This strategy is demonstrated when students:
Understand the learning goals and success criteria
Have access to multiple examples before undertaking the learning task
Master the new knowledge and skills before moving on
Receive feedback as needed.
Typical problems of practice in this area:
Students struggle to articulate the learning goal and success criteria.
Students don't understand the steps needed to complete the task.
Students aren’t applying what they have learned without relying on teacher support.
Students aren’t taking ownership of their learning and often wait for teacher guidance.
Students aren’t actively engaged in the lesson—they may be passive or distracted.
Students aren’t asking questions or explaining their thinking to peers.
Students aren't understanding concepts before we move on to the next thing.
Possible LfL questions to ask students
How do you learn new content or skills in this subject?
How does the teacher check that YOU undestand the work?
How clearly does your teacher explain things to you/to the class?
What ways does your teacher introduce neew material to you?
Does everything in this topic make sense to you?
What would you like your teacher to do more often/less often/stop doing?
JS: How do you know how to complete the activity that is shared with you?
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Learners experience supportive, respectful, and authentic relationships
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Learners thrive in an environment that is both safe and challenging
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Learners understand the purpose of their learning
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Learners readily connect new learning with previous knowledge, concepts and skills
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Learners feel individually challenged at an appropriate level
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Learners have increasing agency in their learning
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Learners receive ongoing feedback
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Learners experience a range of learning and teaching methodologies
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Learners have ample opportunities to practise
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Learners have regular opportunities to collaborate with and learn from others
Reminder of the TLPP
Training Materials from GTT (Great Teaching Toolkit)
How the Great Teaching Toolkit supports this HIT
Element 2.3 Learner motivation (See article “How much thought is happening in the classroom?”)
Element 4.1 Structuring
