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by Staffordshire Research School
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In the educational landscape, the prevailing focus often centres around meticulously planning lesson structures, adhering to curriculum frameworks, and ensuring syllabus alignment. While these elements undoubtedly play a crucial role in teaching, there is a growing recognition that a fundamental shift in emphasis, from rigid adherence to predetermined lesson structures to a more nuanced concentration on what students are learning, is imperative for effective and meaningful education.
The conventional pedagogical approach typically revolves around the intricacies of lesson planning, following prescribed structures to deliver content in a systematic manner. However, the inherent risk in this approach lies in potentially confining the learning experience within predetermined boundaries, inadvertently overlooking the diverse needs, and learning trajectories of individual students.
Educators are increasingly acknowledging the necessity of adopting a more flexible and student-centric approach. Shifting the focal point from strictly adhering to lesson structures to the actual learning process allows teachers to gain deeper insights into their students’ progress, strengths, and areas requiring additional support.
One of the primary benefits of placing an increased emphasis on what students are learning lies in the ability to customise teaching methodologies to suit individuals. Each student possesses a unique set of abilities, interests, and challenges. By the needs teachers can tailor their methods, pacing, and content delivery, fostering a more inclusive and engaging learning environment.
Moreover, an emphasis on learning outcomes encourages educators to deploy diverse instructional strategies that promote critical thinking, problem-solving, and creativity. This approach urges teachers to be more responsive and adaptive in their teaching methodologies, allowing for the exploration of innovative approaches that resonate with students and enhance their comprehension and retention of knowledge.
By focusing on what students are learning rather than strictly adhering to predefined lesson structures, teachers can cultivate a more dynamic and responsive classroom environment. This shift encourages educators to be more intuitive and adaptable, fostering a collaborative and interactive atmosphere where students feel empowered to engage actively in their learning process.
Furthermore, prioritising learning over rigid lesson structures allows educators to continuously assess and modify their teaching methods based on real-time feedback. This adaptive approach enables teachers to identify areas of improvement, adjust their teaching strategies, and address the specific learning needs of their students more effectively.
Critics of this approach might argue that deviating from structured lesson plans could lead to a lack of coherence or educational rigor. However, a focus on learning outcomes does not negate the importance of structured teaching. Instead, it advocates for a balance between flexibility and structure, where educators use frameworks as guidelines while remaining open to adapting them to better suit their students’ learning needs.
To read more about how we can support all learners to thrive in the classroom you can read the EEF SEN guidance report here.
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