Principles Of Instruction- Introducing new content

This week our personal Learning network focused on how we introduce new content in our lessons and what strategies we use to do so.

The first area we looked at was the concept of teacher threshold and how we use this in our planning:

“A threshold concept can be considered as akin to a portal, opening up a new and previously inaccessible way of thinking about something. It represents a transformed way of understanding, or interpreting, or viewing something without which the learner cannot progress. As a consequence of comprehending a threshold concept there may thus be a transformed internal view of subject matter, subject landscape, or even world view.” (Meyer and Land, 2003)


We looked at the metacognition theory and how we can incorporate this into our planning and delivery of introducing new content.

  • Metacognition and self-regulation approaches have consistently high levels of impact, with pupils making an average of seven months’ additional progress.
  • Metacognition & Self-regulated learning can be broken into three essential components:
  • cognition – the mental process involved in knowing, understanding, and learning;
  • metacognition – often defined as ‘learning to learn’; and
  • motivation – willingness to engage our metacognitive and cognitive skills.

Discussion was really positive and we brainstormed different ways we could include Metacognition strategies into our lesson. Our main aim was to ensure pupils had individual goals and that they understood how they best learned and in which ideal environment.

We talked a lot about ensuring we adapt our styles to suit the range of need/ learning requirements in our room. Ensuring that not all lessons fit one size. We also talked about experimenting or creating pupil questionnaires to help with our context sheets and planning for pupil progress.

meta 3

These are 7 useful tips to ensure you are planning to include and improve metacognition within your lessons. As a school our focus in Teaching and Learning this year is to improve the achievement within our disadvantaged cohort and help them to improve their independent learning skills.

Our focus in CPD this year is to really increase our knowledge of Educational theories and research and discuss how we can adapt and include these in our practise. Teachers must constantly learn, just like their pupils.

educational theorists

On Tuesday we started to look at Gardner’s Multiple Intelligence Theory 


Gardner’s theory has come under criticism from both psychologists and educators. These critics argue that Gardner’s definition of intelligence is too broad and that his eight different “intelligences” simply represent talents, personality traits, and abilities. Gardner’s theory also suffers from a lack of supporting empirical research.

Despite this, the theory of multiple intelligences enjoys considerable popularity with educators. Many teachers utilize multiple intelligences in their teaching philosophies and work to integrate Gardner’s theory into the classroom.2

Learning more about the multiple intelligences can help you better understand your own strengths. Continue reading to learn more about the major characteristics of each type of intelligence, and if you still aren’t sure which type describes you best, this quiz can help you figure it out.


Below is a fantastic example of how different pupils learn and as an academy we believe it is really important to think about the individuals in our room and how our styles can be adapted or tailored to suit their learning needs.

Top Tip: Try and design a pupil questionnaire for a new topic to understand how many different learning styles you have in your room- this will help massively with planning and the activities you will use. Use the information below to help you

Visual-Spatial Intelligence

Strengths: Visual and spatial judgment

People who are strong in visual-spatial intelligence are good at visualizing things. These individuals are often good with directions as well as maps, charts, videos, and pictures.3


Characteristics of visual-spatial intelligence include:

  • Enjoys reading and writing
  • Good at putting puzzles together
  • Good at interpreting pictures, graphs, and charts
  • Enjoys drawing, painting, and the visual arts
  • Recognizes patterns easily

Potential Career Choices

If you’re strong in visual-spatial intelligence, good career choices for you are:

  • Architect
  • Artist
  • Engineer

Strengths: Words, language, and writing

People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. These individuals are typically very good at writing stories, memorizing information, and reading.1


Characteristics of linguistic-verbal intelligence include:

  • Good at remembering written and spoken information
  • Enjoys reading and writing
  • Good at debating or giving persuasive speeches
  • Able to explain things well
  • Often uses humour when telling stories 

If you’re strong in linguistic-verbal intelligence, good career choices for you are:

  • Writer/journalist
  • Lawyer
  • Teacher

Strengths: Analysing problems and mathematical operations

People who are strong in logical-mathematical intelligence are good at reasoning, recognizing patterns, and logically analysing problems. These individuals tend to think conceptually about numbers, relationships, and patterns.


Characteristics of logical-mathematical intelligence include:

  • Excellent problem-solving skills
  • Enjoys thinking about abstract ideas
  • Likes conducting scientific experiments
  • Good at solving complex computation

If you’re strong in logical-mathematical intelligence, good career choices for you are:

  • Scientist
  • Mathematician
  • Computer programmer
  • Engineer
  • Accountant

Bodily-Kinaesthetic Intelligence

Strengths: Physical movement, motor control

Those who have high bodily-kinaesthetic intelligence are said to be good at body movement, performing actions, and physical control. People who are strong in this area tend to have excellent hand-eye coordination and dexterity.4


Characteristics of bodily-kinaesthetic intelligence include:

  • Good at dancing and sports
  • Enjoys creating things with his or her hands
  • Excellent physical coordination
  • Tends to remember by doing, rather than hearing or seeing

Potential Career Choices

If you’re strong in bodily-kinaesthetic intelligence, good career choices for you are:

  • Dancer
  • Builder
  • Sculptor
  • Actor

Musical Intelligence

Strengths: Rhythm and music

People who have strong musical intelligence are good at thinking in patterns, rhythms, and sounds. They have a strong appreciation for music and are often good at musical composition and performance.5


Characteristics of musical intelligence include:

  • Enjoys singing and playing musical instruments
  • Recognizes musical patterns and tones easily
  • Good at remembering songs and melodies
  • Rich understanding of musical structure, rhythm, and notes

Potential Career Choices

If you’re strong in musical intelligence, good career choices for you are:

  • Musician
  • Composer
  • Singer
  • Music teacher
  • Conductor

Interpersonal Intelligence

Strengths: Understanding and relating to other people

Those who have strong interpersonal intelligence are good at understanding and interacting with other people. These individuals are skilled at assessing the emotions, motivations, desires, and intentions of those around them.5


Characteristics of interpersonal intelligence include:

  • Good at communicating verbally
  • Skilled at nonverbal communication
  • Sees situations from different perspectives
  • Creates positive relationships with others
  • Good at resolving conflict in groups

Potential Career Choices

If you’re strong in interpersonal intelligence, good career choices for you are:

  • Psychologist
  • Philosopher
  • Counselor
  • Salesperson
  • Politician

Intrapersonal Intelligence

Strengths: Introspection and self-reflection

Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings, and motivations. They tend to enjoy self-reflection and analysis, including daydreaming, exploring relationships with others, and assessing their personal strengths.5


Characteristics of intrapersonal intelligence include:

  • Good at analysing his or her strengths and weaknesses
  • Enjoys analysing theories and ideas
  • Excellent self-awareness
  • Clearly understands the basis for his or her own motivations and feelings

Potential Career Choices

If you’re strong in intrapersonal intelligence, good career choices for you are:

  • Philosopher
  • Writer
  • Theorist
  • Scientist

Naturalistic Intelligence

Strengths: Finding patterns and relationships to nature

Naturalistic is the most recent addition to Gardner’s theory and has been met with more resistance than his original seven intelligences. According to Gardner, individuals who are high in this type of intelligence are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species. These individuals are said to be highly aware of even subtle changes to their environments.1


Characteristics of naturalistic intelligence include:

  • Interested in subjects such as botany, biology, and zoology
  • Good at categorizing and cataloguing information easily
  • May enjoy camping, gardening, hiking, and exploring the outdoors
  • Doesn’t enjoy learning unfamiliar topics that have no connection to nature

Potential Career Choices

If you’re strong in naturalistic intelligence, good career choices for you are:

  • Biologist
  • Conservationist
  • Gardener
  • Farmer

Information obtained from

multiple intelligences

The Principles of Instruction- Daily Review.

It is a brand new year and CPD at Westfield Academy has begun with full gusto and enthusiasm. 

On Tuesday we had our first Personal Learning Network session where we looked at the first of Rosenshine’s ‘Principles of Instruction.’ Our aim this year is to bridge the gap between research and practice and ensure our pupils are receiving the best education in every classroom in our Academy. 

The purpose of our Personal Learning Network is for colleagues to share best practice and to provide one another with tips, tricks and well-rehearsed strategies that get the best outcomes in our subjects. We are really focusing on how we bridge the gap for our disadvantaged pupils and ensure they have the best possible outcomes at GCSE and A Level. This week we looked at the power of Daily Review. 

Below is a list of tried and tested strategies to embed Daily Review into our lessons. 

Daily Review

What is the purpose of a Daily Review?

1.     To check understanding

2.     Test key concepts have been embedded

3.     Create opportunities which stretch and challenge previous knowledge and concepts

The 4-minute summary

Actively engaging students during a lecture class can come through many formats.  The 4-Minute Summary is a versatile pedagogy that can be readily applied to any class format (e.g., traditional, flipped), any class size, and any content.  Students benefit by engaging with peers while at the same time recapping and recalling content in their own words.     

The 4-Minute Summary allows students to

1.      engage with peers,

2.      engage with content,

3.      recap/recall content in their own words,

4.      practice speaking the content and

5.      provide a venue for questions to be answered.

Sketch what you know

This is a fantastic way to change up how you review pupil understanding. This can be achieved in their books or on a mini whiteboard.  

Diamond 9 display

A really simple and effective way to enable pupils to order/ rank/name key concepts of the previous lesson. It can be created as a paired/ group activity or a simple diagram in their books. You could even make it an interactive board activity.

diamond 9

The three Rs- Revise, Recite, Recall

Memory retention is one of the biggest barriers to learning and progression. Embed moments within the lesson to help aid pupils long term memory.

This can be done in a series of ways- chant, song, beat, actions


It is important to remember: ‘If teachers are going to be successful in improving their practice (and pupil outcomes), they have to be working consciously and deliberately to do so. Teachers need to be working on developing better habits, seeking to be more effective day in, day out when nobody else except their students is looking’ ‘Rosenshine’s Principles in Action’ by Tom Sherrington 2019. 

New Academic Year-Same Focus- Success For All

Well we have returned this week, and I am so excited for 19-20, with so much to look forward to :

  • 4th consecutive year of positive results, rising in all measures
  • Our biggest ever Academy -increasing numbers in Yrs 7 and 12
  • Great blend of new and experienced staff, with last years’ trainees going from strength to strength
  • Middle leaders continuing to develop and hone their skills
  • Great Academy environment with a team of non-teachers working like the proverbial swan in supporting progress
  • Teaching and learning moving forward with the development of our classroom practice through Rosenshine’s principles and new technology
  • Performance management that has consistency and transparency and supports both academy progress and staff rewards and recognition
  • A great community of staff, students and parents, all working together!


Image result for working togetherWe are off to a wonderful start- year 7s have settled in well, as well as our new staff and the positivity and collegiality in the air is wonderful.

Let us make 2019/20 an Academic year to remember!


Image result for success

Our Personal Learning Network begins on Tuesday 10th September at 7:50am. Room A203.

First Topic- Setting the bar for Success


See you then.