AHS Learning Plan
The TEEP learning cycle provides the basis of the AHS Learning Plan. It is used by teachers as a guide to plan relevant, purposeful and stimulating lessons. Teachers can be confident that if each of these elements is considered during planning, then the lesson or series of lessons will be more likely to actively engage students in their learning. By definition the cycle does not mean that each element is discrete or linear, rather it is intended to provide the basis for a strategic and cohesive sequence of activity that will enhance the students’ learning.
Our definition of learning
‘The primary goal of instruction should be to facilitate long-term learning – that is, to create relatively permanent changes in comprehension, understanding, and skills of the types that will support long-term retention and transfer’
Strategies and ideas that we use to support learning
Rosenshine – ‘The Principles of Instruction’
10 key principles of instruction:
- Daily review
- Present new information in small steps (across lessons and units)
- Ask questions to all
- Provide models
- Guide student practice
- Check student understanding
- Obtain a high success rate
- Provide scaffolds for difficult tasks
- Independent practice needs to be guided and modelled
- Weekly and monthly review
17 instructional procedures from Rosenshine:
- Begin a lesson with a review of previous learning (bell work)
- Present new information in small steps with student practice after each step (new information)
- Limit the amount of information they receive at one time (new information)
- Give clear and detailed explanations (new information and clarify)
- Ask a large number of questions and check for understanding (new information and clarify)
- Provide a high level of active practice for all students (clarify understanding)
- Guide students as they begin to practice (clarify understanding)
- Think aloud and model steps (clarify understanding)
- Provide models of worked out problems (apply)
- Ask students to explain what they have learned (review)
- Check responses of all students
- Provide systematic feedback and corrections
- Provide lots of examples
- Re-teach information when necessary
- Prepare students for independent practice
- Monitor students when they begin independent practice
The TEEP Learning Cycle
The TEEP learning cycle is used by teachers as a guide to plan relevant, purposeful and stimulating lessons. Teachers can be confident that if each of these elements is considered during planning, then the lesson or series of lessons will be more likely to actively engage students in their learning. By definition the cycle does not mean that each element is discrete or linear, rather it is intended to provide the basis for a strategic and cohesive sequence of activity that will enhance the students’ learning.
Prepare for Learning
Teachers will work strategically with their students to develop a climate that is conducive to learning. It will include consideration of three main areas: The physical environment; the social/emotional environment; the intellectual environment.
Agree Learning Outcomes
Teachers will explicitly share the learning outcomes and success criteria with students. The outcomes should be used later in the lesson as well as reference points and also to evaluate progress made against achieving the outcomes.
Introduce/Present New Information
Now students will be presented with or introduced to the new information that they are required work with. Teachers need to consider what will be the best way to present the information so that it provides for maximum inclusion of the students.
Students are given the time and opportunity to develop understanding of the new information and to practice their developing skills. The students are actively engaged in exploring the content.
Apply to Demonstrate
Students are participating in a task or tasks that will allow them to demonstrate their understanding of the content that was presented and apply the new learning in a different situation.
A critical element in the process of teaching and learning as it is at this point that teachers can challenge the students to make their learning explicit. Although Review is the last of the elements of the cycle to be described, it should not be seen as coming only at the end of a lesson.
The AHS Learning plan has been mapped with each of these TEEP principles in mind. Regular, whole-school CPD addresses each part of TEEP cycle and looks at both the compelling evidence base for each stage and the research underpinning it, as well as giving practical examples that staff may wish to incorporate into their teaching practice.