It is always risky to discuss something as complex as teaching and learning in terms of any sort of ‘model’. It is always reductive and probably wrong. However, at the moment I am finding it useful to think of classroom teaching working like this. (Click to enlarge)

Based on well-rehearsed principles, this schematic might be a useful analytic tool for reflecting on planning, lessons and teaching over time, and as a focus for CPD. Continue reading “Who is doing what in the classroom? A tool for planning and reflection” →