Plenary vs Pedagogy

Teaching it Real

Last year I wrote two posts about the need for teachers to understand the why of teaching rather than being directed to follow a what of teaching (see What’s your why? and The ritual of teaching). I think many of the problems we see in teaching today stem from years of teachers being instructed in what to do in their classroom rather than being shown why something may work.

We can see this with plenaries. When I trained to teach and throughout the first few years of teaching the three part lesson was king. Every lesson needed a starter (which could have nothing to do with the rest of the lesson) a “main part” (I mean, really?) and then it must, must, have a plenary. The idea of the plenary was to demonstrate what learning had taken place in the lesson and was seen as so critical that many…

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