00.cov. 0444-2004.vfinal

9 | Key Stage 3 National Strategy|Pedagogy and practice
Unit 9: Guided learning

© Crown copyright 2004

DfES 0432-2004

Practical tips What about classroom routines?

• Make the learning objectives clear.


• Use whole-class starters and plenaries, reminding independent groups
  they will be feeding back at the end of the lesson.


• Make sure you are positioned to have regular views of the whole class.


• Start with groups you know well and with whom routines are well
  established.


• Use preparatory lessons to establish ground rules for those not in the
  guided group.

3 The guided learning sequence

The structural sequences of guided reading and writing have generic features. One
possible means of describing this generic pattern is provided below. Each stage
can be linked to and derives from the stages in guided reading and writing. This
sequence provides a framework which can be used in guided sessions to develop
the knowledge, skills and understanding in subjects across the curriculum.

Guided learning

Focus

introduction to objective, task and content

Learning check

review prior knowledge and confirm the strategies and skills and knowledge

to be developed

Independent work (try/apply)

pupils work individually or in pairs monitored by the teacher

Rework (revise/refine/reshape)

pupils return to the task with support and intervention from the teacher to

identify areas for attention, improvement, clarification and discussion

Review (share/appraise)

group reconvenes to reflect on learning, the progress made and strategies

deployed, and to identify further targets