The Teaching and Learning Playbook Examples of Excellence in Teaching

The Teaching and Learning Playbook is a book and online resource containing more than 100 techniques that teachers and school leaders can use to drive improvements in theirschools. Each technique includes a summary of what the technique is, why it is important, the effect size and a four-step guide to how it should be performed. The Playbook provides a unique tool for teachers to identify how they can improve their teaching, and practise with absolute clarity on what they need to do next. All techniques are accompanied by a video to show the technique in action and spotlight the four key elements with detailed audio commentary to make it easier for teachers to replicate. These can all be found on the website: www.teachingandlearningplaybook.com Codifying the key skills for every teacher to get better and for every school leader to drive improvements in their school, the Playbook covers: Routines for Learning Questioning and Checking for Understanding Modelling, Explaining and Feeding Back Resilience, Independence and Retrieval Curriculum Beyond the Subject Classroom This essential resource provides a clear framework for teachers and school leaders to improve teaching and learning. Simple to use and easily integrated into CPD and coaching programmes, the Playbook will take your teaching to the next level.

Introduction: The Teaching and Learning Playbook Why don’t teachers get better? 1. No model of excellence 2. Our working memory is limited 3. The curse of knowledge – we presume that others know what we are thinking 4. We are all biased … and so is our feedback 5. A lack of trust 6. I’d like to get better – I just don’t have the time 7. No deliberate practise – it just feels awkward 1. Routines for Learning 1.1 Set the Tone1.2 Do Now 1.3 100% on Task 100% of the Time 1.4 Say It To See It 1.5 Hand Sanitiser 1.6 Three, Two, One for Focus 1.7 Silent Independent 1.8 Purposeful Pairs 1.9 Collaborative Groups 1.10 Whole Class Respectful 1.11 Clear Instructions 1.12 Track the Speaker 1.13 Make It Obvious 1.14 Responsive Reading 1.15 Forensic Monitoring 1.16 Periscope 1.17 Stand Still, Be Clear 1.18 Hold Steady 1.19 Powerful Praise 1.20 Practice Makes Permanent 1.21 Least Intrusive Form of Correction 1.22 Tough Love 1.23 Issuing a Sanction 1.24 Make It Fun 1.25 Tight Routines 2. Questioning and checking for understanding 2.1 Directed Questioning 2.2 Stick With It 2.3 Push for Perfection 2.4 Hinge Questions – Planning 2.5 Hinge Questions – Execution 2.6 Metacognitive Questions 2.7 Call and Response 2.8 Break It Down 2.9 Exit Tickets 2.10 Foresee Failure 2.11 Fail Early, Fail Often 2.12 Find Failure 2.13 Think, Write, Speak 2.14 Grapple Questions 2.15 Encouraging Oracy 2.16 Review Now 2.17 Mini Whiteboards 2.18 Planner Sheets 2.19 Monitoring for Understanding 2.20 On the Spot 3. Modelling, explaining and feeding back 3.1 Explaining New Content 3.2 Embedding New Vocabulary 3.3 Concrete to Concept 3.4 Example/Non-Example 3.5 ‘Why’ First 3.6 I Do / We Do / You Do 3.7 Scaffolded Modelling 3.8 Live Modelling 3.9 Using the Visualiser 3.10 Hunting 3.11 Spotlighting 3.12 Feedback for Action 3.13 Messy Marking 3.14 Literacy Marking 3.15 Live Marking 3.16 Verbal Feedback 3.17 Written Feedback 3.18 Concurrent Feedback 3.19 Terminal Feedback 3.20 Peer Feedback 4. Resilience, independence and retrieval 4.1 Intrinsic Motivation 4.2 Growth Mindset 4.3 Building Resilience 4.4 Desirable Difficulty 4.5 Sequential Incremental Challenge 4.6 Checklist 4.7 Note-Taking 4.8 Metacognition and Self-Reflection 4.9 Individual Needs 4.10 Quizzing 4.11 Using 100% Books 4.12 Study Prep 4.13 Pastoral Check 4.14 Dual Coding 4.15 Rehearsal and Performance 4.16 Teaching Revision: Look Cover Write Check 4.17 Teaching Revision: Cornell Notes 4.18 Teaching Revision: Mnemonics 4.19 Teaching Revision: Self-Quizzing 4.20 Teaching Revision: Brain Dump 4.21 Elaborative Interrogation 5. Curriculum 5.1 Curriculum Intent 5.2 Curriculum Implementation 5.3 Curriculum Impact 5.4 Curriculum Overview 5.5 Sequential Lesson Planning 5.6 Explicit Resources 5.7 100% Books 5.8 Individual Lesson Planning 5.9 Core and Hinterland 6. Beyond the subject classroom 6.1 Robust Reading 6.2 Instructional Reading 6.3 Morning Meeting 6.4 Analysing Student Data 6.5 Running Effective Meetings 6.6 Managing Up 6.7 Hold Fast, Stay True Conversations 6.8 Communicating with Families 6.9 Staff CPD 6.10 Collaborative Coaching

Michael Feely is an experienced teacher and school leader. He is passionate about the transformative impact that education can have on children’s lives and those in their community. Michael is currently Principal of Dixons City Academy in Bradford. Ben Karlin has worked as a teacher and school leader in disadvantaged communities since 2010, as well as roles in the business and charity sectors. He is currently Fellow, Learning Design at Ambition Institute.