What the Key Stage 3 Strategy has to say about effective lessons
Throughout the Key Stage 3 Strategy there is a focus on good teaching within
effective lessons, which have characteristically: a starter, a middle section,
consisting of a number of episodes and mini-plenaries when appropriate, and a
final plenary. Both research and the developing experience within the Strategy
confirm that lessons that have well-planned and purposeful beginnings, with well-
organised episodes of learning in the middle section and clearly defined and
meaningful ends are more effective in enabling pupils to learn.
2 Beginnings and endings
The importance of lesson beginnings and ends cannot be overemphasised. In
Closing the Learning Gap, Mike Hughes explains:
Students learn more at the beginning and the end of a learning experience
than they do in the middle. This is sometimes called the BEM (beginning,
end, middle) principle.
The beginning, in particular, is the time when the potential for learning is at
its greatest, when the relatively high concentration, but particularly
anticipation, makes the learner more receptive.
This principle has important implications that teachers should be aware of and
actively exploit. In planning a lesson, consider how you will:
- make the most of the beginning;
- create lots of ‘beginnings’ throughout the lesson;
- make the most of the end.
Making the most of lesson beginnings
You can use a number of simple tactics to start your lessons more productively.
- Be at the door to greet pupils as they arrive. Be welcoming and positive. Smile
at all of them, even ones you regard as difficult or uncooperative. Over time try
to notice something positive about each of them. Remember names and use
them.
- Engage the class in the first minute with something about today’s lesson, or
something positive and memorable from the last one. Alternatively, use a
stimulating starter activity.
- With the potential for learning at its greatest, the lesson beginning is the crucial
moment during which to emphasise what you want all pupils to learn and why.
Have the lesson objectives written on the board and clearly and quickly identify
4 | Key Stage 3 National Strategy|Pedagogy and practice
Unit 18: Improving the climate for learning
© Crown copyright 2004
DfES 0441-2004
Task 1
Review your classroom routines 15 minutes
Read through the table of classroom routines above. Reflect on your own
lessons. Where in a continuum between more and less effective do your
classroom routines lie?
