Teachers are currently co-constructing a ‘The Cedar Park Way’ - a collection of Teaching Techniques, inspired by the evidence and research of Doug Lemov. The list of Teaching Techniques will continue to grow, as we develop our consistent practice across the school. Teaching Techniques should be seen in all classes every day.

Teaching Teaching One: 100%

Teachers expect 100% compliance from children for all instructions given in class and will wait for this to be achieved. This could be ‘hold up your purple pen’ or ‘close your text book’. It also works well with non-verbal instructions, with children simply following an action started by the teacher.

Teaching Teaching Two: STAR

We expect pupils to sit up straight and to track the person speaking in class, as a mark of respect and to demonstrate that they are listening. Children appreciate what a peer has said by either giving them a thumbs up or nodding their head. Responding is part of Teaching Technique Three, which is Habits of Discussion.

Teaching Teaching Three: Habits of Discussion

There are four elements to habits of discussion:

1. The instigator: The first person to speak. This will be determined by the teacher, either using cold calling or hands up.

2. The builder: Children can choose to build on what a peer has said by making a building block seat signal with their hands.

3. The challenger: Children can challenge a thought, opinion, answer or concept by shaking their hand (palm facing the floor).

4. The summariser: Children could be asked to summarise a discussion or concept. Again, this could be chosen by the teacher using cold calling or hands up.

In EYFS and Year 1, children may only be using one or two of the roles above. Classes should have sentence starters displayed in class to support children’s discussion skills.

At Cedar Park, we believe in a consistent approach across classes, based on evidence informed teaching methods. We have developed a Teaching and Learning Handbook that shapes the way in which children learn at Cedar Park. 

Teaching Technique Four: Silent Solo

Pupils are given 30 to 60 seconds to record their thoughts on a question, concept, challenge or argument that is posed by the teacher. Children should write their thoughts on a whiteboard, with the adults circulating the room to look at what is being written. In younger classes, the Silent Solo could be a thinking task rather than asking them to write anything down. This exercise should be done it absolute silence and be independent.

Teaching Technique Five: Turn and Talk

Pupils are set a question or a talk topic and will be given roughly 15-30 seconds to discuss this with their Turn and Talk Partner. The teacher should use the words ‘Turn and Talk’ or use a hand signal (palms facing the students moving to palms facing each other) to start the Turn and Talk. A stop signal should be given to signify the end of the Turn and Talk and 100% of students need to be ready to share theirs or their partner’s thoughts once the Turn and Talk is complete.

Teaching Technique Six: Cold Calling

On the back of either a Silent Solo of a Turn and Talk (or both), the teacher will Cold Call upon a student in the class to answer the question or share their thoughts. There is no need for hands up and all students should be aware that they could be Cold Called upon at any time in the lesson. Teachers can re-word or scaffold the question if a pupil cannot answer. Alternatively, they can ask them to share what is on their whiteboard post a Silent Solo or ask them to share what their partner has said in a Turn and Talk.

Teaching Technique Seven: Do It Better

When an expectation is not met, pupils have to Do It Better. This is done immediately, calmly and without emotion. It is not a telling off or a sanction. It is practice, refinement and high standards made visible. Example:

That time we had some people not holding up their purple pen.

Let’s Do It Better. This time, when my pen is held up by my head, 100% of pens will also be held up by your heads.

Teaching Technique Eight: What To Do

The technique of giving specific, observable and actionable instructions to pupils, instead of vague or negative ones. Instead of:

Stop chatting

Behave

Get ready

Say:

Eyes on me

Track the speaker

Pens down, hands empty

Stand up silently behind your chair

Directions should be positively framed; be observable and actionable; be broken into sequential steps; be concise and brief.

Teaching Technique Nine: Tight Transitions

Using What To Do, we can create Tight Transitions, that reduce loss of learning time.

1. Stand up silently behind your chair
2. Walk silently to your place in the assembly line
3. Staying silent, face me