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In last week’s Calling, Mr Mayes identified pedagogical practices that teachers will focus on this year, as part of the College’s 2019 improvement agenda of improved literacy outcomes. Marzano’s Art and Science of Teaching, differentiated teaching practices and quality learning feedback will be the basis of self-reflective practice as teachers are encouraged to reflect on how they teach and to engage in professional conversations with colleagues to improve practice.

Research has shown that to promote academic growth and meet the needs of today’s learners, effective teachers use a range of pedagogical approaches or teaching strategies tailored to the learning needs of individual students (Bhowmik, Banerjee & Banerjee, 2013). Based on individual work by both John Hattie and Robert Marzano, pedagogical approaches that are: evidence based; provide a clear lesson focus; incorporate direct instruction and engagement with content and worked samples; provide opportunities for problem solving that applies to previously learned knowledge and incorporate cooperative learning and self-efficacy, are the most successful approaches to use for students to achieve individual success.

As the year unfolds, it will become increasingly common for teachers to move in and out of each other’s classrooms to observe best practice and collaborate on improving pedagogical practices. This is an important aspect of evidence-based improvement. As Hattie says, ‘Those teachers who are students of their own effects are the teachers who are the most influential in raising students’ achievement’. Encouraging teachers to become involved in reflective practice that leads to authentic, rigorous, relevant and creative teaching and learning is the foundation of successful education.

Ms Ralda Deoki - Director of Pedagogy and Learning Innovation