Keeping it simple

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7 February, 2025 —
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Keeping it simple

Achieving success in learning is vital as it fosters motivation, confidence, and a positive attitude toward education.

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by Cornwall Research School
on the 7th February 2025

John Rodgers

Director of Cornwall Research School

John has been a teacher for 24 years, the last 19 in Cornwall. He currently works as an Assistant Principal at Mounts Bay Academy, Penzance. He is also the Content Lead for Secondary Literacy for RS Network. Click here to read more.

Mrs A and Mr B work as teachers in a secondary school. They are dedicated, hardworking and at the end of their tether. You see, their problem is this; the senior leadership at their school is well meaning but very demanding. Almost every week, it seems, a new initiative is pushed out, a new strategy is demanded of teachers, a new practice is launched, another thing to incorporate into their lessons. Over the last few terms Mrs A and Mr B have been asked to deliver explicit tier 3 disciplinary vocabulary instruction in every lesson, use retrieval practice at the start and end of every lesson, ensure each lesson has metacognitive strategies, an episode of reading fluency practice with selected disciplinary texts, a separate reading comprehension exercise, practice formative assessment strategies, use adaptive teaching, make sure they do the 5‑a-day for all pupils (especially those with SEN), use ‘show me’ whiteboards, model skills, have guided practice that leads to independent practice, receive instructional coaching visits, do ‘live marking’, teach and insist on explicit learning behaviours, and a few other things that Mrs A and Mr B have somehow forgotten since the start of term.

“The practitioner is the intervention”, says Marc Rowland.

Any classroom implementation initiative lives or dies at the ‘chalk face’ in
the sense that it is the teacher who delivers the approach. So why do schools
so often overload their teachers with so many strategies and approaches?

We know from recent surveys that those working in school consistently report finding it hard to apply educational research to their practice, highlighting the need for improved support in translating research evidence into improvements in teaching and learning. ¹

I tentatively suggest that we should keep things simple. As the mantra goes, “Do fewer things, really well.”

As I love a good acronym, keeping things simple could be better put as KISS.

K – Know your pupils

I - Instruction (direct)

S – Scaffold the learning

S – Success

So my suggestion is, know your students really well, provide direct instruction, scaffold where and when necessary, and allow all students to achieve success in your lesson.

Knowing your students is essential for effective teaching, as it enables tailored instruction, fosters strong relationships, and supports a positive learning environment. Understanding their abilities, interests, and challenges helps engage students, meet diverse needs, and provide meaningful feedback. Research shows that students who feel known and valued are more motivated, participate actively, and achieve better outcomes. By building connections and adapting teaching to individual contexts, educators create inclusive, supportive classrooms that empower students to thrive academically and personally.

Direct Instruction is a highly effective teaching method that uses clear, structured, and teacher-led lessons to promote understanding and mastery. It benefits all learners, including those with additional needs, by breaking down complex concepts into manageable steps and providing explicit guidance. Frequent checks for understanding and immediate feedback help address misconceptions and reinforce learning. Research highlights its success in improving foundational skills, particularly in literacy and numeracy, by reducing cognitive load and ensuring students achieve confidence and competence in their learning.

Scaffoldinglearning is effective because it supports students in building understanding and skills they could not achieve independently. By providing temporary, targeted assistance, teachers enable students to tackle challenging tasks within their zone of proximal development, as described by Vygotsky. Scaffolding promotes deeper engagement, reduces cognitive overload, and fosters confidence by gradually transferring responsibility to the learner. This approach helps bridge the gap between current abilities and learning goals, ensuring students develop both competence and independence over time. Research highlights its role in improving problem-solving, critical thinking, and long-term retention of knowledge.

Achieving success in learning is vital as it fosters motivation, confidence, and a positive attitude toward education. Success reinforces students’ belief in their abilities, promoting a growth mindset and resilience when facing challenges. It also builds foundational knowledge and skills that support future learning, creating a cumulative effect on academic progress. Research shows that experiencing success increases engagement, persistence, and self-efficacy, leading to improved long-term outcomes. By setting achievable goals and celebrating progress, teachers help students develop a sense of accomplishment and the drive to continue striving for excellence.

References:

1. https://d2tic4wvo1iusb.cloudfront.net/production/documents/pages/engaging_with_evidence_-_a_survey_of_teachers_and_leaders.pdf?v=1736892506