It’s probably not going too far to say that an observation from Harry Fletcher-Wood altered my teaching in the most dramatic way possible. In 2012, he visited my classroom and offered feedback in the gentlest manner possible – with a series of questions: ‘do you think they were focused on the work? Do you think they can handle doing everything in groups? How did you make sure everyone was working? Was anyone opting out from learning? Do you think your weakest readers were also reading in their groups?’ It was through his eyes I saw that teaching everything through group work (as I had been trained and advised to) was not working, and was not going to work.
So it is no surprise to me that Harry can see what is happening in a classroom, see how to make it better, and then kindly suggest how teachers might make that leap. I can imagine no human better placed than he to be an Associate Dean at the Ambition Institute, a body that is working to improve classrooms across the country. I am ever in awe of his humility and constant drive to learn, despite his eminent authority in education, and his most recent book, Responsive Teaching, offers much to the development of our profession.
The book opens with a typically humble introduction that identifies three main problems in the author’s past teaching practice: ‘assessment seemed to hinder learning, skills seemed more important than knowledge and Assessment for Learning seemed to be just a collection of techniques.’ He moves through addressing these problems, to considering how we can genuinely work out what children have learned and what they are struggling with, and how we can rebalance to ensure children learn both skill and knowledge in their subjects.
Each chapter follows a clear pattern: it outlines the problem, the evidence, the key principle, the practical tools to improve classroom practice, and then the words of individual teachers reflecting on their own practice in each area.
One of the key take-aways from me were the warnings against ‘extraneous cognitive load.’ I definitely need to think harder about paring my lessons down to ensure children are focusing on the crucial aspect, rather than being overloaded by material that is not yet essential for them. I also need to script model examples more frequently – students always need to see lots more of these than I ever think they do. As Fletcher-Wood writes: ‘Overcoming ambiguity by showing what success looks like seems to particularly benefit lower-attaining students.’
One further aspect of practice outlined in Responsive Teaching that I’d like to think more carefully about is student misconceptions. At Ark Elvin Academy where I’m doing my NPQH placement, a subject expert has listed key misconceptions for every lesson the teacher delivers. It’s an incredible resource for novice teachers, or those teaching out of specialism. I think this is a hugely worthwhile task. Perhaps a group of subject experts could club together to write ‘the book of English misconceptions’, for example?
As always, I could go on, and add more detail on what I learned from this book, but to avoid plagiarism I will simply recommend this book whole-heartedly.