Why do we need great teaching? What are the characteristics of great teaching? Why is the debate about traditional teaching v progressive methods meaningless? What is a direct instruction and a knowledge-rich curriculum? Do the vociferous claims about direct instruction and a knowledge-rich curriculum stand up to scrutiny? Are such approaches working for all teachers? Why great teaching can involve all kinds of approaches. How to guarantee rigour but allow teaching teams greater autonomy, reducing the need for surveillance and scrutiny. Developing a whole-school or whole-college approach to great teaching.
If you click on second image you can view a short extract fom the introduction.
Introduction to Great Teaching: from Principles to Practice
The introduction to Great Teaching: from Principles to Practice challenges a number of myths that circulate in the UK schools and colleges.
- The claims that 'trendy' progressive methods are widespread in UK schools and colleges are out-of-date, malicious nonsense.
- The suggestion that direct instruction and a knowledge-rich curriculum is the best teaching approach is hype; the evidence does not support such outrageous claims.
- Great teaching is not an either/or choice. Great teachers use explicit instruction alongside other, interactive approaches.
- Leaders who instruct teachers on what to teach and how to teach are driving great teachers from the profession. A policy based on principles and profesional autonomy is a possible way forward.