Discuss three strategies that support the delivery of effective teaching and learning in a classroom. Use examples from your own setting to support your response.

According to Jarvis & Parker (2005) learning is an establishment of humanity. They allege that learning underpins the nature of our humanity and manifests into our social groups and characteristics. Jarvis & Parker discuss learning by hand and brain or by body and mind therefore separating learning deliverance through physical operation and theoretical understanding. This essay exhibits strategies delivered in an educational setting and exploring different academic disciplines enabling pupils a more suitable approach to learning.

Jarvis’ (2005) perspective on learning exercises that people learn through experience which is converted in to the cognitive process, triggering familiarity when recalling the information. Experience stimulates engagement and motivation. Wilmot (2006). Visualisations trigger memory and recall. According to Wilmot (2006) motivation is activated when something sparks our imagination or interests us. A strategy used in schools to improve writing skills and language is ‘story-making’ Corbett (2008). ‘Story-making’ is taught through a multi-sensory approach. Unique actions are created to each key word to build the story. Visual reminders are also used that the children participate in creating. Acting out the key connectives brings the tale alive and makes it memorable. Corbet (2008) states that the majority of children at reception age are unable to recite a story. Story making has enabled children to build on their vocabulary and recall stories in great detail. Corbett (2008) found that only two per cent of Reception children were able to retell a whole story. By the end of the year, 76 per cent of the children were able to retell a whole story with 100 per cent able to retell a good chunk. According to Wilmot (2006) there are three most common senses that are significant factors in learning. Visual, auditory and kinaesthetic (movement). These senses all accompany each other when creating ‘story-making’. Children listen to the story, allocate an illustration or symbol to the definitive words in the sentence then create an action to accompany the picture. Wilmot (2006) believes that children will rely on at least one of these senses to retain the information, however when all three are present the children have a more greater chance of retaining the information. Thorne (2007) agrees with visual learning. She talks about the power of visualization and how it helps individuals see alternatives in learning. Corbett (2008) bases the strategy of story making around the ages of primary school children, this age ties in with Piaget’s theory of the ‘concrete operational stage’ of using logical thought and applying it to physical objects Mcleod (2010). Using visual guides such as icons, illustrations and symbols the information becomes concrete and easier to retrieve from memory because our brain is mainly an image processor Kouyoumdjian (2012). The writer gives an example from a school that uses the ‘story making’ method. The selected school mainly uses the Pie Corbett (story making) between the ages of 5 and 8 which is differentiated from the more able children independently writing the whole story, the able children writing a shortened version and the less able children are videoed whilst recalling the story enabling them to build mainly on the vocabulary and memory, this evidence is recorded in the exercise books under a QR code. 


Co-operative learning can develop social and cognitive skills. Fisher (1995) delivers the opinion that successful learning is dependent on creating a communicative framework and developing new understandings by thinking out loud and clarifying thoughts. He also talks about the benefits of peer tutoring 

‘There is no better wat to learn something well than to teach it, and to teach 
 Something is often to learn it twice ‘(Fisher, 1995, pg91)

Co-operative learning often presents in grouping by ability according to Dean (2005, Cited in Moyles, 2007) ability groups enable teachers to stretch the more able children whilst providing closer attention to  those requiring additional help. Alternatively, Wilmot (2006) argues that mixed ability groups provide equal opportunities and encourages social integration whilst promoting positive role models. Supporting co-operative learning, Lev Vygotsky theory on social learning discusses that cognitive development stems from social interactions from guided learning as children and their partner's co-construct knowledge Mcleod (2014). Wilmot (2006) also states that in order to maintain successful group work, children must be equipped with appropriate group-working skills. Moreover, to develop an understanding of roles and tasks within a group such as turn taking, active listening and compromising with each other. The example school chosen by the writer mainly groups children in ability groups. The teaching staff are then able to work with the children who need support whilst sending away the children who are the more able and talented to independently work together. However, the lack of support allocated to the more able children has not gone unnoticed and was reported by ESTYN that more able children were not reaching their full potential BBC.CO.UK (2012).

The environment around a child influences the outcome of their learning. According to Cheryan et al. (2014) critical features of classroom design, for instance, displays, lighting, heating and structure can improve student achievement, especially for the most vulnerable students. Wilmot (2006) believes that bright displays consisting of the children’s work promotes value to their work and motivates the children. Moreover from the décor and structure, the classroom layout can alter the concentration levels of the learners. McIntyre (2000) talks about the busy environment of a classroom labelling them as multidimensional, rapid paced and unpredictable.  In addition to the environment of the classroom, seating arrangements have a big impact on successful learning. Earp (2017) compares different preferences to seating arrangements. Earp (2017) compares thoughts on Fernandes, Huang & Rinaldo (2011) believing it would be good for students if the learning activity dictated the seating. However, (Sommer, 1977) argues that it should also be seen from a student’s point of view on where they wish to sit suggesting to choose something that works for the teacher and the students. An article featured on Teachertoolkit (2015) states that by using a classroom seating plan and telling students where they sit, you are immediately asserting your authority on the class. Students abilities and needs require organizing, especially peer-to-peer learning or ability group work. It becomes easier if seating plans are part of your lesson planning. Ultimately, seating plans are important when differentiated to different tasks or audience. One article by Schaffhauser (2015) goes as far as to question whether standing makes of better learning researching ideas that standing at workstations reduce disruptive behavior problems and increase students attention or academic behavioral engagement by providing students with a different method for completing academic tasks. The seating arrangements in the writers chosen school are clusters of tables to accommodate groups, however when tasks are set that do not involve grouping , the children get to decide where they wish to sit. All introduction to tasks are expressed on the carpet so all children get a clear view of the teacher and express any concerns they have beforehand, this method is in understanding of Sommer’s (1997) concerns over children having restricted view of the teacher of board whilst listening to lesson instructions.

Ultimately, many theorists to name a few above, have their own reasoning and theories regarding effective learning. Most schools consider different theories to enable a well delivered education mainly to ensure policies are followed. The Department for Education sets out statutory policies to ensure the children’s rights are met GOV.UK (2014). The children’s rights are part Of the United Nations Convention on the Rights of the Child  (UNCRC). This organization over sees that all children have a right to an education, to encourage the right to an education, barriers must be overcome and to ensure this happens, education must be adjusted to allow the best possible chance for students to learn. UNICEF (no date).