High Impact Teaching Strategies

Example 2: Primary – Mathematics

A group of primary school teachers in a Mathematics PLC adopted a flipped classroom model to address a problem of practice. First, they wanted to provide effective differentiated instruction to a diverse range of students with mixed abilities. Second, they were determined to do so without compromising the quality of explicit teaching. PLC members decided to substitute the explicit instruction phase of their lessons with video based instruction using online resources, including recordings of their own teaching. This approach allowed students to access the videos in their own time, thus freeing classroom, group and individual practice time. School funds supported the purchase of Ziggy Cams, and with the use of web-based document sharing, teachers created an online repository of videos that were shared and viewed across classes. This approach yielded many benefits. It enabled effective scaffolding of learning. It provided students with greater virtual access to their teachers through videos on demand. It increased face-to-face student access to their teachers by freeing up time for group and one-on-one classroom feedback. Teachers were able to increase frequency and depth of individual and small group interventions. The videos provided explicit instruction delivered at the student point of need, creating opportunities for revision, extension and acceleration. Finally, teachers had increased opportunities to monitor student progress. The model developed and implemented by PLC members was a successful response to the challenge they set for themselves. Using videos in a thoughtfully calibrated manner proved effective in providing differentiated instruction. At the same time, teachers were able to maintain their emphasis on providing clear instructions, demonstrating the application of knowledge, and using worked examples.

Continuum of practice