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Enhancing Learning Through Effective Teaching: Insights from Professor Charles Desforges

In his 2011 conference address, Professor Charles Desforges outlined critical strategies for improving educational outcomes through effective teaching and learning frameworks. He emphasized the importance of learner-centered approaches, which foster confidence, responsibility, and successful learners. Key aspects include the evolution of professional accountability, the integration of data-driven practices, and the development of social/emotional competencies. The discussion also highlights collaborative teaching strategies, such as Lesson Study, and the need to connect learning experiences within and outside of school to empower students.

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Enhancing Learning Through Effective Teaching: Insights from Professor Charles Desforges

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  1. A A I AConference September 2011

  2. The role ofteachers and schoolsin making learning effective Professor Charles Desforges OBE

  3. New policy context less direction more freedom respect of professionals direct accountability evidence base expected

  4. Aims - successful learners - confident individuals - responsible citizens

  5. Expert learners exhibit - the will to learn - ability to form objectives for learning (self challenging) - persistence in adversity - knowledge of learning processes - basic skills - creativity and flexibility (self informing)

  6. achievement attitudesesp:responsibility persistence skillsesp:literacy values esp:citizenship learning

  7. lo ach hi

  8. Effective teaching and learning - learner centred - cognitive and metacognitive activity - learning thinking skills - AfL - effect size 0.7 sd

  9. Gap closing: school level strategies rigorous use of data raise aspirations programatically engage parents develop social/emotional competencies strong, visionary leadership c4eo.org.uk (2011)

  10. Gap closing: classroom strategies quality teaching individual coaching in specific strategies whole class ICT extensive CPD 1 to 1 tuition c4eo.org.uk (2011)

  11. Professional learning communities(Wiliam) - gradualism - flexibility - choice - accountability - support

  12. Lesson Study (1) - to improve learning experiences - through professional collaboration - focus on pupil engagement and progress

  13. Lesson Study (2) - create a study group - agree a theme - agree a focus - collaborate in lesson planning - do and review - be systematic - go systemic

  14. When does knowledge use fail? - the knowledge is not there - knowledge is there but relevance is not seen - relevance is seen but application strategy not available - strategy available but commitment lacking

  15. Teaching for knowledge use Teach: - an active knowledge base - application strategies - ‘can do’ attitude - authentic activities

  16. Learning in and out of school in school individual general symbolic manipulation out of school shared specific contextualised reasoning “How can schools enable youngstersto connect and draw from all the forces for learning at their disposal?”

  17. CPD for teachers context analysis horizon scanning development of next practices change management evidence based evaluation operating community wide partnerships spreading good practice

  18. References About learning (2006) London: Demos: www.demos.co.ukBurghes, D., and Robinson, D. (2010) Lesson study: enhancing mathematics teaching and learning,www.cfbt.comBransford, J.D. et al (1999) How people learn. Washington: National Academy PressImproving practice and profession through lesson study (2008) www.teachernet.gov.uk/publicationsWiliam, D. (2006) Assessment: learning communities can use it to engineer a bridge connecting teaching and learning. Journal of Staff Development 27, 1, 16-20www.teachfind.comwww.lessonstudy.co.uk

  19. Charles Desforges c.w.desforges@exeter.ac.uk

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