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Teaching practice must enhance feedback between student and teacher.

Teaching must be flexible to allow feedback to be used to inform both teaching and learning.

Students must be actively involved in the feedback process.

Engaging students in self- and peer-assessment is beneficial.

Formative assessment should be embedded, involve the students, present a range of assessment options, and form part of a feedback dialogue.

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High-ability students are usually rewarded the most while the efforts of less-able students are seldom acknowledge. Hence, low-ability students and those who are disadvantaged and who must work the hardest have the least incentive to do so.

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Learning culture: peer pressure and the ethos of the school/classroom.

Intrinsic purpose of learning: changes focus from extrinsic (e.g., better grades) to belief in learning for its own sake and mastery of a subject.

Self-efficacy: students' belief in themselves and their ability to learn.

Task value: students' interest in the task and their perceptions of its importance and value.

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R. Fairbrother in "Good Practice in Science Teaching by Monk and Osbourne, 2000 (p.16)

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Teaching practices | What to watch out for

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Teaching practices | What to watch out for

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Failing pupils interpret sympathy, praise for modest achievement or help given when not asked as signs they lack ability.

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R. Fairbrother in "Good Practice in Science Teaching" by Monk and Osbourne, 2000 (p. 7)

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Cognitive - learning the content.
Metacognitive - the process of learning.
Motivational - intrinsic belief in the value of the task.

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Identifying what we know and what we don't know.

Activating prior knowledge.

Connecting new information to exisiting knowledge (constructivism).

Selecting thinking strategies intentionally.

Being mindful about thinking processes.

Teachers must make the time to tell students about different learning strategies.

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Learning intentions:

provide two for the first half of the lesson

ask students to come up with the second two for the second half of the lesson.

Talk about thinking e.g., thinking routines.

Student portfolios as 'thinking journals':

encourages reflection.

record of progress and achievement.

Plan for learning, e.g., estimating time requirements, organising materials.

Debrief the thinking process: discuss with students the methods they used, evaluate success and identify methods that are valuable for future use.

Self evaluate.