Principles of learning and teaching
In this essay the role of three specific strategies that support the delivery of effective teaching and learning in a classroom will be discussed, these include, Visible Learning, Accelerated Literacy and Nurture groups.   Outlining their impact within the current setting, using examples and literature to support these responses and findings.
Visible Learning an initiative originally introduced to the school June 2014, based upon the principles developed by John Hattie’s research.  Encouraging pupils to take ownership of their learning.   The concept itself makes student’s learning visible to teachers so they can see the impact on their learning, in turn making teaching visible so that students can become their own teachers.  Children can recognise a fixed & growth mindset.  For example, having a fixed mindset can lead students not to attempt to try or push themselves believing that intelligence and ability is enough to succeed.  Whereas, a student with a growth mindset has willingness to try many different learning strategies to achieve their end goal.  They can assess each other’s work by giving a feedback and feedforward comment based on their learning intention and success criteria identified at the beginning of that lesson.  Given at the appropriate level each child can evaluate what their next step in their learning journey is.  More importantly students can give the teacher feedback and feedforward comments regarding their teaching, allowing the teacher to make her own evaluations and reflect on the recommendations from her students. The content of language used is embedded throughout the school, enabling continuity as they progress through each academic year.  Children are encouraged to challenge themselves, each class has a learning pit; where they can place themselves into.  By developing metacognitive skills students can recognise that learning is hard and are able to develop skills and strategies needed to get out of it. Piaget(2014), Flavell(1997) and Borkowski(1996), suggests that to become successful learners you need to have an understanding of the world around you, recalling information that has been learnt and applying it to a task.  ‘Piaget's (1936) theory of cognitive development explains how a child constructs a mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and regarded cognitive development as a process which occurs due to biological maturation and interaction with the environment.’ (McLeod. 2015).
Visible learning has given each child the ability to self-evaluate and find a multitude of strategies to succeed.  Interacting with their peers whilst working in their home groups of which are mixed ability has enabled students to learn invaluable skills of working as part of a team, listening to each other’s point of view and opinions.  An opportunity to also learn from each other, according to Vygotsky (1978), ‘much important learning by the child occurs through social interaction with a skillful tutor.’ (McLeod, 2014).  In many ways social learning can have more of an impact upon a child, learning by example, the language that is used is familiar and age appropriate.
Accelerated Literacy Learning is administered during a six-week programme, it’s aim is to target children with low level attainment in literacy.  This programme can be delivered within a small group or individually, during these thirty-minute sessions the aim is to develop independence and accelerated learning in reading and writing.  The programme is devised into six elements consisting of; Reviewing a spelling word, Re-reading familiar books, A Running record, Regular spelling patterns, Writing and introducing a New book. It uses a wide selection of learning devises, white boards, pens, pencils, paper and magnetic lettering, assisting students that have a tactile approach – enriching their learning further.  Ultimately the main aim is to increase their reading age and develop strategies in helping them become more confident with literature. Not surprisingly, a lack of confidence contributes to not wanting to engage in reading, one of the attributes of accelerated literacy is to have a positive and encouraging tone.  Whilst working through each element giving praise where necessary and using a wide range of prompts to ensure that the child has many strategies when encountering difficulties.  Maslow suggests that ‘students with a low self-esteem will not progress academically at an optimum rate until their self-esteem is strengthened.’ (McLeod, 2017).  
Asking open ended questions encourages the reader to answer the question further than simply yes or no, for example when looking at a new book – What kind of book do you think this will be?  Where does the story happen?  Seeking answers to such questions aids their need to question what they are reading, help to gain meaning to what they have read and to feed their own curiosity – what will happen if the character does that?  Deepening their understanding and reading for enjoyment.  Accelerated literacy is very much a teacher lead activity but it’s approach scaffolds the help required to become a successful reader. As described in Vygotsky theory of reciprocal teaching ‘in this method, teachers and students collaborate in learning and practicing four key skills: summarizing, questioning, clarifying, and predicting.’ (McLeod, 2014).  Whilst undertaking the running record, it is important to give the reader time to self-correct any errors; rereading helps to make sense of the text, if the child is unable to self-correct at this stage offer strategies to support for example, what would make sense here?  Look at the picture and see if that helps.  Finally, when a teacher has identified a word which a student has found troublesome, this will be used to look at its spelling pattern.   Together they will look at the formation of the word, the number of syllables, chunking and word patterns.  Words are then generated between them with similar word patterns for example, light, fight and tight.  A mnemonic can also be introduced, a memory technique to help remember the spelling of a tricky word.  Students tend to enjoy and remember these strategies especially if they appeal to their humour!  Using the above as an example of a mnemonic strategy for ight ; I’ve got hairy toes. 
Nurture groups are a strategy used within the school to support an inclusive approach.  Helping children who find it difficult to be in a mainstream environment due to behavioural issues access the curriculum.  Nurture groups were implemented to provide smaller environments, classrooms can be busy and overpowering for some, so by providing an alternative area where students can feel reassured, safe and valued helps their general well-being. 
Carl Rogers believed that for a person to grow they required an environment that provides them with genuineness, acceptance and empathy (McLeod. 2014).  These groups are to provide support for short periods of time only, they are operational to assist a student with the aim to return to their mainstream class.  Students demonstrating a lack in social, emotional and behavioural skills, will lack motivation when it comes to accessing the curriculum.  Nurturing staff are available to give immediate support, guidance and teach in a way that makes learning fun.  Accessing a range of resources that both simulate and motivate.  Scheduled weekly circle time sessions which assist children’s social and emotional development.  This creates an environment where they can share their thoughts, converse with their peers and teachers. Teachers are also included during these sessions to model the use of language, show empathy and assist with the understanding of their feelings.  The day is planned into smaller manageable sessions allowing time between to self-regulate, to go to a small activity then return to their work.  A reward system is in place, these are personal to the student as a reward and will be agreed between themselves and the teacher.  Skinner’s theory of behaviour modification therapy includes the term token economy which is evident through our current reward system ‘tokens can be in the form of fake money, buttons, poker chips, stickers, etc.  While the rewards can range anywhere from snacks to privileges or activities.’ (McLeod, 2015).  Using these rewards are paramount to achieving the desired behaviours, alongside providing feedback to the student, giving praise and encouragement helps build positive relationships between student and teacher, in addition aiding to build their confidence and self-esteem.   Students will also be encouraged to return to a mainstream class for short periods of time allowing them to be included within their cohort thus creating friendship groups.  At this point the student should be able to generalise desired behaviours on returning to a mainstream class, they are able to access the nurture group setting where necessary for reassurance or through choice to help deescalate unwanted behaviour.  
On the whole these strategies support effective teaching and learning within the educational setting.  Where possible when a more interventional strategy is required it administered promptly and students can access their learning without any interruptions.  Teaching staff can enrich the child’s learning and evaluate their own teaching subsequently empowering all to succeed.  Many theories are imbedded in our current practice of education, although new programmes are updated, modified and initiatives improved.  The main structure is securely in place to provide effective teaching and learning, which is inclusive to all.    












References
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