Guidance

Curriculum and
Standards
Pedagogy and Practice:
Teaching and Learning in
Senior leaders,
Secondary Schools subject leaders
and teachers in
Unit 9: Guided learning secondary schools
Status: Recommended
Date of issue: 09-2004
Ref: DfES 0432-2004 G

Teaching repertoire
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How to use this study guide
This study unit offers some practical strategies that teachers use to guide pupils
learning. The techniques suggested are tried and tested; they draw on both
academic research and the experience of practising teachers.

By working through this guide, you can build your teaching repertoire step by step,
starting with strategies that are easy to implement and moving on to those that will
help pupils develop their skills still further. The unit contains reflections, to help
you reflect on an idea or on your own practice, as well as practical tips and tasks
to help you consider advice or try out strategies in your classroom. There are case
studies to exemplify particular points, a summary of the research and some
suggestions for next steps and further reading. The final page invites you to
reflect on the material and to set your personal targets for the future.

You can work through this unit in a number of ways:

Start small; choose one class to work with. Ask another teacher to help by
talking through what you intend to do and to act as a mentor.

Work with another teacher or group of teachers who teach the same class.
Work together on developing your approach to guided learning. After three
weeks compare notes. Discuss which strategies are the most effective and
why.

Find someone to pair up with and team-teach. Design the tasks together and
divide the role of teacher in the lesson between you.

Work with a small group of teacher-researchers within your school. Use the
guide to help you focus your work as a professional learning community.
Record successes in your CPD portfolio.

Identify sections of the unit that are particularly relevant to you and focus on
those.

There is space in this study guide for you to write notes and responses to some of
the questions, but you may also find it helpful to keep a notebook handy. For some
tasks, you might want to make an audio recording or video of yourself in action so
you can review your work more easily. You could add this, along with any other
notes and planning that you do as part of your work on this unit, to your CPD
portfolio.

The evidence of work you gather in your portfolio could count as points towards
accreditation of an MA, or could support your application for membership of a
professional body, such as the General Teaching Council of England (GTCE). It
could also be used to support an application to reach threshold or Advanced Skills
Teacher status.

You will need access to video sequence 9, Guided learning, when working through
this unit.

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Unit 9: Guided learning DfES 0432-2004
Guided learning

Contents
Introduction 1

1 Organising guided work 2

2 Comparing guided reading and writing 5

3 The guided learning sequence 9

4 The principles of guided learning 12

5 The teachers role 13

Summary of research 15

Next steps 18

Setting future targets 20

Resource 1 21

Resource 2 22

Resource 3 23

Introduction
Successful guided work
When guided group work is a regular feature of lessons, pupils:

learn to collaborate and provide feedback to each other on learning;

take greater responsibility for sustaining discussion;

are expected to contribute and build on each others ideas;

take on board subject terminology and learn to express and explain ideas
clearly;

reflect on their own learning and consider progress towards personal targets;

feel a sense of achievement, which can be immediately confirmed by the

teacher.

Common issues
The range of attainment and rates of progress in secondary classes widen
significantly. Following whole-class teaching, pupils usually need further support
and interaction with the teacher and each other to consolidate and extend
knowledge, skills and understanding and to tackle misconceptions. However,
unless this part of the lesson is carefully planned, the contact teachers have with
pupils as the lesson unfolds can often be too fleeting, sporadic and reactive to
have a significant impact on their progress.

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Effective guided work requires a certain amount of advance preparation by the
teacher, so that the particular needs of a group can be met.

Resolving the issues

Guided learning is a powerful procedure for pitching work at appropriate levels for
differing groups within the class, so that all pupils make good progress. It enables
pupils with SEN to be taught in inclusive settings and guarantees that the highest
attainers also get close attention from the teacher on a systematic basis. Guided
group work is most likely to be effective if the teacher:

only uses guided groups when the particular lesson and stage of learning
require it;

organises guided groups so that the social and academic mix is appropriate,
and explains this clearly to the pupils;

trains the whole class to work productively and independently to allow the
teacher to spend quality time with one group;

understands the principles of guided learning and how to apply them in different
contexts;

is able to make effective use of a teaching assistant to support the rest of the
class on a one-to-one basis whilst a guided session is taking place.

1 Organising guided work

What is guided learning? A springboard for independence
Guided learning is an instructional sequence for small groups which is integrated
into lessons to provide a bridge between whole-class teaching and independent
work. It is direct teaching and works best when pupils are acquiring and developing
concepts or skills in a subject. It can also be used to consolidate and refine skills
and understanding. Guided sessions are flexible and can last from 10 to 30
minutes depending on the nature of the task and objectives. It is not a discrete or
separate programme, but is one part of a rich, challenging and coherent
curriculum.

It is about pupils taking control of their learning through a managed process. In a

guided learning group:

pupils are grouped according to ability, or particular learning need;

the teacher plans the session, which is structured to provide pupils with just the
right amount of challenge and support so that they can begin to stretch
themselves as learners;

the emphasis is on supporting pupils so that they learn to work independently

on a particular aspect.

Guided learning enables teachers to support and challenge pupils by intervening in

a sustained and proactive way at the point of learning, as pupils read, write, talk,
design, plan, make or practise. It helps to develop personalised learning since it is
a means of tailoring teaching and learning to the needs of individual pupils. It does
this by grouping pupils to provide structured support and challenge inside or

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outside normal lessons to address aspects of progress and specific needs. Guided
learning builds pupils independence through focused intervention, interaction and
collaboration.

In guided learning groups, the teacher does more than listen in, or join in. It is a
place where you continue to teach, but are much closer to the pupils you can
monitor their responses, and adjust what you say or do, and what you ask them to
do or say, accordingly. It is assessment for learning in action.

As with all good teaching, good subject knowledge and assessment are
prerequisites for an effective guided session. Groups should be formed on the
basis of the stage of progress or point of need of the pupils. They involve a small
group of pupils, usually between four and six, and can take place in or outside the
classroom. They are led by a teacher or, with structured notes and guidance, a
teaching assistant. Sometimes the teacher will remain with the group for the
duration of the guided session, but this is flexible. At appointed times during the
session it is possible for the teacher to circulate among the other pupils working
independently to monitor and support their work.

For guided work to take place, an effective learning climate needs to be established
with the whole class, including good behaviour and positive relationships, clear
routines and a well-presented environment. Guided work is helped with the greater
number of teaching assistants available in schools.

Once the rationale is established, the routines are in place and pupils accept that
the teacher will at times spend more sustained time with specific groups, both
independent and guided work become more productive as the outcome for both is
a reduced dependency on the teacher.

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Task 1 Becoming familiar with guided work 30 minutes

Watch video sequence 9a. It shows a Year 8 English lesson, towards the end of a
sequence of work in which pupils are being taught how to plan, organise and
compose an extended piece of persuasive writing. The video clip shows the part
of the lesson (approximately half an hour after the start) when the teacher joins a
group of pupils and conducts a short guided writing session while the rest of the
class work independently on their own writing.

The clip is a rich resource, and bears several viewings to yield the full extent of
what occurs. If this is your first opportunity to see a guided session in action,
concentrate during your first viewing on how the teacher has structured the
session.

You might like to make a note as you watch to capture the stages in the guided
writing, which are based on the idea of an instructional sequence. This is dealt
with in more detail in the next section of this unit.

Now consider the following question:

How might guided writing be used across the curriculum?

Section 2 of this unit provides some responses to this question.

Practical tips What about the time?

The use of time for guided sessions will vary according to different subjects.
In core subjects guided work could be used as part of a systematic and
ongoing rotating programme, whereas in other subjects it could be used as a
one-off focus to address identified issues in learning. This could be for
challenging high attainers or tackling misconceptions or problems with
progress for specific groups.

Ensure tasks and resources are well organised, reducing the necessity for
teacher intervention.

Reduce the time of the guided session according to lesson length.

Ask the guided group to do some preparation at home prior to the session.

Ensure that the final share/evaluate/transfer stage of the sequence takes

place as a critical part of learning, since this will increase the likelihood that
the learning will be consolidated for application in other contexts.

Start small: use smaller chunks of time and build towards more substantial
guided sessions. Start with times when you would naturally break off to
visit the whole class.

The strategy should ultimately save time if crucial misconceptions are

resolved.

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 Practical tips What about the rest of the class?
Ensure pupils are clear about the purpose of tasks and the outcomes.

Monitor the activities of the class.

In the early stages of development, use support from a leading

professional or a consultant, where possible.

Arrange for extra adult support, for example from a teaching assistant, for
lessons that include guided learning sessions.

Make clear to the whole group the purpose of guided learning.

Use learning partners.

Use stimulating, engaging materials/tasks.

2 Comparing guided reading and writing

Guided reading is a time when the teacher structures and supports pupils reading
and response through a carefully planned instructional sequence. The stages of
the sequence with the teaching intentions are given below.

Guided reading can be used across the curriculum using both fiction and non-
fiction texts. It can be used to develop investigation and research skills in a range of
subjects using texts such as newspaper reports, encyclopaedias, textbooks and
websites. In some subjects, for example history, using guided reading for fiction
would also be relevant.

The structural sequence of guided reading provides a framework that can be used
in guided sessions to develop skills and other aspects of learning in subjects, such
as planning procedures in science or the design process in D&T.

Guided reading

Learning sequence Teaching intention

Introduction to introduce the text
to support recall
to make connections
to encourage prediction and speculation
to recap on prior learning

Strategy check to make explicit a range of reading

strategies and cues
to make explicit the learning objectives
and outcomes

Independent reading to monitor as pupils read, checking for

accuracy, fluency and comprehension
to give pupils focused attention (teacher-
on-the-shoulder)

Table continues

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 to give pupils the chance to develop
reading stamina and range

Returning to the text to go back to the text encouraging pupils

to identify details and points which require
clarification, exemplification or discussion
to support pupils in developing critical and
deeper responses to the text
to use the text to review the application of
a key reading strategy (such as re-
reading, skimming, scanning)
to tackle misconceptions
to establish a critical dialogue around the
text, exploring personal preferences and
probing and extending responses
to assess comprehension and the use of
appropriate reading strategies

Review to return to and reinforce the learning

objectives
to reflect on progress made and
strategies used
to prepare for further learning
to transfer the skills and knowledge to
other contexts
to evaluate strategies and texts

In guided writing, the pupil writes with the teacher on the shoulder providing
support and intervention. It involves the teacher handing the pen to the pupil but
providing support in the act of writing, rather than leaving the pupil alone and then
marking a finished piece (when it is often too late to tackle problems or act on
missed opportunities). Guided writing has potential across the curriculum as it
enables you to support pupils at the point when they are planning, drafting,
composing or revising their writing. It enables you to provide specific support to
tackle how pupils can express what they know. It is particularly useful when pupils
are working on an extended piece of writing that requires them to sustain a line of
thought, provide an explanation, convey an argument or provide a detailed
evaluation. And its useful for pupils of all abilities. You can both support weaker
writers, as well as challenge and extend those who are more proficient.

There are at least three types of guided writing session depending on the stage of
the writing process being addressed: that is planning, drafting and reviewing. Only
the drafting sequence is included here, since it is the stage that receives least
attention.

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 Guided writing: drafting

Learning sequence Teaching intention

Introduction to establish the task

to identify prior knowledge
to clarify the main features of the text
to make connections to similar texts by other writers
to confirm audience and purpose

Cue in to refer back to planning for writing

to provide a way in to writing
to provide alternative starting points
to highlight strategies for writing (e.g. visualising)

Try/improve to generate text

to explore different possibilities for the text
to identify key points in the text for consideration
to open up linguistic choices and options
to add, delete or substitute words, phrases, sentences
to tackle misconceptions
to mediate knowledge (about language)
to move or reorder parts of the text
to extend and develop, or shorten the text

Share/appraise to praise and build confidence, identifying strengths

to use terminology to generalise about language and writing
to discuss writing with peers and with the teacher
to assess the progress of the writer and the text

Review to reflect on what worked

to return to and reinforce the learning objectives
to reflect on progress made and strategies used
to prepare for further learning
to transfer the skills and knowledge to other contexts

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 The two sequences when placed alongside each other can be summarised as
follows.

Guided reading sequence Guided writing: drafting

introduction to text introduction

strategy check cue in

independent reading and try/improve

related task

return to the text: developing share/appraise

response

response and review (reading target review

and next steps)

Task 2 The structure of guided work 20 minutes

1 What are the similarities in the structure of guided reading and writing?

2 Do you note any potential applications of such an instructional sequence to

the subject you teach?

Possible answers

1 Both structures:

represent an instructional sequence of key teaching episodes;

begin by establishing a focus for the task with the whole group;

move to supported application by pupils;

conclude with group reflection to establish progress and identify further

learning targets.

2 By considering how learning works in guided reading and writing, it should be

possible to explore how the sequence can be applied in other contexts. This
is what you will go on to do now.

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 Practical tips What about classroom routines?

Make the learning objectives clear.

Use whole-class starters and plenaries, reminding independent groups

they will be feeding back at the end of the lesson.

Make sure you are positioned to have regular views of the whole class.

Start with groups you know well and with whom routines are well
established.

Use preparatory lessons to establish ground rules for those not in the
guided group.

3 The guided learning sequence

The structural sequences of guided reading and writing have generic features. One
possible means of describing this generic pattern is provided below. Each stage
can be linked to and derives from the stages in guided reading and writing. This
sequence provides a framework which can be used in guided sessions to develop
the knowledge, skills and understanding in subjects across the curriculum.

Guided learning

Focus
introduction to objective, task and content

Learning check
review prior knowledge and confirm the strategies and skills and knowledge
to be developed

Independent work (try/apply)

pupils work individually or in pairs monitored by the teacher

Rework (revise/refine/reshape)
pupils return to the task with support and intervention from the teacher to
identify areas for attention, improvement, clarification and discussion

Review (share/appraise)
group reconvenes to reflect on learning, the progress made and strategies
deployed, and to identify further targets

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 The purpose of the introduction and learning check is to establish the task, identify
prior knowledge and make explicit the strategies and skills which will be used in the
session. In these focus and check parts of the session, the teacher also
scaffolds the learning, handing over responsibility and control for the task to the
pupil prior to the independent work taking place.

Then, as pupils undertake the activity, individually or in pairs (independence here

means of the teacher, but not necessarily of each other), the teacher initially
monitors, identifying strengths and possible areas for attention and discussion.

The pupils are then encouraged to return to the task, with support and guidance
from the teacher or each other, to discuss and revise the work, refining their
knowledge, understanding and skills. This part of the session is critical, and
challenging for the teacher, since it is a point in which the instructional conversation
between the teacher and pupil, if handled well, can produce significant
developments and acceleration in learning.

It is crucial that pupils strengths are indicated and that pupils are given the
confidence and support to revise and reshape their work in a constructive and
positive way. Misconceptions and obstacles to progress also need to be tackled.
Pupils need to see this reworking and discussion of their efforts as an integral part
of learning to bring about improvement and not a comment on inadequacies or
incompetence.

The session concludes with group reflection on the progress made and strategies
used, with the aim of reinforcing the learning objectives, discussing how the skills
and knowledge can be applied elsewhere and identifying further targets for learning.

Task 3
Getting started 45 minutes

View video sequence 9b showing a guided session in a Year 7 mixed-ability class

history lesson on King John. The focus at this stage is on why he could be seen
as a bad king. The objectives of the lesson are to use evidence to support
opinions and to write well-structured paragraphs.

Watch the video sequence and use what you know about guided teaching to
consider the following questions:

1 How clear is the guided learning sequence?

2 What is the impact on pupils progress?

3 How might the sequence be developed?

Commentary

1 The teacher uses the stages of the guided learning sequence to structure
pupils progress in literacy and in the subject. She ensures that significant
time is provided for the share/evaluate/transfer section at the end to enable
pupils to reflect on what they have learned and the approaches they have used.

2 The sequence shows pupils making progress in their use of historical

evidence through improved vocabulary, sentence construction and paragraph
organisation. They discuss and collaborate in pairs and across the group, and
at times are given the opportunity to construct sustained contributions. The

Task continues

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 teacher enables them to refine and reshape their writing in order to
orchestrate a range of historical information, and helps them to identify
what they need to do to continue to improve when working independently.

3 In the early stages of the guided sequence, the teacher highlights the
objectives and success criteria and enables pupils to activate prior
knowledge. It may also be useful to confirm and model learning strategies
more explicitly in this part of the session, for example how to make best
use of the scaffolded support for the tasks.

There are three other video sequences you could watch involving art and
design, D&T and MFL, which also illustrate guided learning in different
subjects (video sequences 9c, 9d, 9e).

Task 4
Planning and trying it out 1 hour

Now plan a guided learning session in your subject, using the sequence. Choose
a class you are confident will manage independent work well, and form a group
that has similar needs or aspects of progress to be addressed.

You could use the chart in resource 1, page 21 as a format for planning your
lesson as it helps, particularly in the early stages, to plan explicitly the five
sections of the sequence. You can, however, use any system which you feel is
manageable and effective.

The guided group can have specific objectives for their session, or the same
objectives as the rest of the class, depending on the purpose of the session, the
focus of subject progression and the needs of the group.

Use the following list of questions to help you review how your session went.

Did you complete all of the stages of the sequence?

How well did the selected pupils respond?

How well did they work as a group?

What was the impact on their work?

How well did the other pupils remain on-task?

How well could all pupils reflect on their progress in the plenary of the class
lesson?

Practical tips What about behaviour?

Establish clear expectations and standards (see unit 1).

Reinforce expectations regularly.

Praise and reward appropriate behaviour (see unit 20 and video sequence
20a).

Use learning partners (see unit 4).

Tips continue
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Unit 9: Guided learning DfES 0432-2004
 Establish protocols for group work/talk for the guided group and the rest
of the class (see unit 10).

Model the learning disposition (see unit 6).

Make it clear that pupils will be expected to feed back from the guided
group to the whole class and vice versa.

4 The principles of guided learning

Using guided learning is not about sticking rigidly to any given structure. The
guided learning sequence is underpinned by clear principles for teaching and
learning. Making these explicit will enable you to apply the guided learning
sequence flexibly to suit your own subjects, contexts and pupils, rather than
adhering rigidly to any given structure or timing.

Read the first part of the summary of research on pages 1518 which sets out
some of the theoretical principles that underpin guided group work.

Task 5
Using the principles of guided learning 90 minutes

Refer to the list of principles for guided learning which are outlined at the start of
the summary of research on page 15. Plan and teach another guided learning
sequence, keeping the principles clearly in mind, especially the idea of joint
construction, using the group as a powerful engine to drive the learning beyond
where pupils are individually.

Use the chart in resource 2, page 22 as a means of evaluating how well your
session went.

Practical tips What about resources?

Ensure resources for the rest of the class are organised and accessible.

Use the learning environment as a support for learning, with displays,

checklists and prompts visible, particularly for literacy and numeracy and
also learning strategies.

Use ICT as a support for learning.

Organise resource and book boxes (independence boxes) and

equipment which can be carried between rooms.

Ensure dictionaries, thesauri and other resources to support independent

research are available.

Plan the use and deployment of resources with colleagues within the
department to support independent work.

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 5 The teachers role

Task 6
Reflecting on the role 10 minutes

Considering the examples of guided learning you have watched so far, how
would you describe the teachers role in guided learning?

How does the teacher have a positive impact on learning?

The teacher as mediator

In guided learning the teaching is active and interactive. If guided learning is to

work well then the intervention of the teacher to bring about effective learning is
crucial. Such intervention to bring about a result in learning has been called
mediation (Vygotsky). The idea of mediation, or intervening, is a very important
component of the teachers role in fostering learning in general and guided learning
in particular.

The teacher can be seen to be mediating at three important points:

typically when the session is introduced, the teacher does a number of

important things which help pupils make sense of the forthcoming activity
stimulating, activating knowledge, focusing, establishing relevance or purpose
(connecting), instructing, scaffolding;

during the activity as pupils are working: supporting, intervening, guiding;

after the activity, where the full meaning/significance of the activity can be
explored: articulating, making meaning, connecting, exploring, drawing
analogies, generalising.

The diagram below illustrates the notion in relation to the five parts of the guided
sequence.

Mediation

Mediation Mediation Mediation

Focus/Check Independent work/Rework Review

stimulating observing, challenging articulating

focusing supporting making meaning

connecting intervening exploring

instructing guiding connecting

activating knowledge generalising

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 The central section of any guided learning session involves the pupils doing the
activity or task. During this time the teacher intervenes, supports, challenges,
guides pupils through the work. The teacher will also be carrying out a number of
active roles including listening, observing and assessing to be better informed
about subsequent intervention; highlighting critical features of the task that might
be overlooked; maintaining an orientation to the task; and challenging assumptions.

An important idea in guiding is to give only just enough help, so that pupils do not
develop dependency. This has been termed contingent teaching. A guided group
allows a teacher to attune more closely to the pupils in the group both the level of
difficulty of the task and the challenge and support provided by the teacher. This
means that pupils can grapple with challenging material, problems, questions and
issues which may be beyond them individually. This constructive effort is critical in
building pupils capability and also in creating a positive disposition to learn.

The teacher is helping the pupils make sense of the learning material or stimulus
and the learning experience. In this sense the teacher can be magnifying and
sharpening the learning outcome. It should be added that, if presented effectively,
guided learning provides an excellent opportunity to model behaviours of effective
learning, teaching pupils the behaviours of lifelong learning.

Task 7
The active role of the teacher 1 hour

Revisit one of the video sequences which you have viewed and this time
consider the teachers role by answering the following question:

How does the teacher intervene to move the pupils on in the learning?

You can use the following prompts and the chart in resource 3, page 23 to focus
your viewing, noting any examples of teacher behaviour which you think:

help pupils make sense of the learning material;

maintain an orientation to the task;

attune the challenge and support to the group;

teach pupils learning behaviours;

sharpen and increase the learning outcomes.

Task 8
Observation 1 hour

Arrange to teach a guided learning sequence and be observed. The observer

can use the chart in resource 3, page 23 to make notes.

Then discuss the quality and nature of your intervention in the guided session
with the observer. Treat this as a dialogue or coaching conversation, rather than
one-way feedback from the observer.

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Task 9
What about health and safety? 1 hour

Work with a colleague in your subject and conduct a risk assessment. What are
the potential issues and how might they be overcome or minimised?

For instance:

Issue
Practical sessions in science or D&T

Possible solutions

Only use guided sessions in non-practical situations.

Use guided learning when there will be another adult in the room, e.g.
consultant / NQT / student teacher. Treat it as a team-teaching opportunity.

Use teaching assistants to run guided learning sessions or to monitor the rest
of the class while you run the guided session. (Training may be required.)

Use monitoring sweeps at points during the guided session, moving around
the rest of the class.

Summary of research
Principles for guided learning

The theoretical principles underpinning guided learning are consistent with those
informing teaching and learning across the Strategy. They can be summarised as
follows.

Learning is a social activity in which talk is fundamental.

Knowledge is jointly constructed and achieved.

Scaffolding provides support and focus through a gradual shifting of

responsibility and control to the pupil.

Metacognition, consciously focusing on and reviewing learning strategies and

progress, is integral to learning.

Language, thinking and learning are interrelated.

Motivation and the disposition to learn are important parts of learning.

Learning is structured into distinct episodes that follow a clear sequence which
increases in cognitive demand.

Teaching is designed to outpace rather than follow development.

Teaching and learning are interactive, being part of a structured, focused

dialogue between teacher and pupils and amongst pupils themselves.

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The idea of social construction (the first two points and the last one) is based on
the work of Bruner and Vygotsky. In simple terms, a group is capable of better
solutions than an individual. The processes in the joint thinking and talk can
gradually be internalised and applied by the individual, pupils rehearsing socially
what they later can apply individually. The difference between what individuals can
do alone and what they can do with the assistance of more capable peers or the
teacher, Vygotsky called the zone of proximal development (also translated more
recently as the zone of potential development).

Scaffolding helps the learner to connect prior learning with new learning. It involves
the teacher guiding pupils learning through interactive direct teaching (e.g.
modelling, demonstrating and questioning) and also by constraining the tasks set
to provide focus and support. Limiting the scope and freedom of the activity
reduces ambiguity while retaining challenge, enabling the teacher to manage the
pace and process by which pupils take increasing control of the task and the
learning.

Metacognition is about the pupil taking control of their learning by integrating prior
and new knowledge; solving problems individually and in groups; and consciously
reviewing progress and strategies to check that the right information is being used,
no incorrect assumptions have been made and there arent better ways of doing
the task. It helps if pupils have a vocabulary for thinking and reflecting on learning.
Metacognition is particularly important with tasks which are hard, and enables
pupils to accept that learning involves uncertainty and difficulty.

Motivation is an important part of learning. Carol Dweck (2000), an American

psychologist, has identified two main kinds of motivation to learning: performance
orientation and learning orientation.

Learning orientation Performance orientation

a belief that effort leads to a belief that ability leads to

success success
a belief in ones ability to a concern to be judged as able
improve and learn and a concern to perform

a preference for challenging tasks satisfaction in doing better than

others or in succeeding with
little effort

derives satisfaction from personal emphasis on interpersonal

success at difficult tasks competition, normative
public evaluation

applies problem solving and self- helplessness: evaluates self

instruction when engaged in task negatively when task is difficult

Copyright 2000. From Self-theories: their role in motivation, personality and development
by Carol Dweck. Reproduced by permission of Routledge/ Taylor & Francis Books Inc.

The performance-oriented learner is more likely to give up when the task is difficult
or when receiving low grades. The learning-oriented learner, on the other hand, is
more likely to persevere and show resilience, to be influenced by grades to a lesser

16 | Key Stage 3 National Strategy | Pedagogy and practice Crown copyright 2004
Unit 9: Guided learning DfES 0432-2004
degree and to display other characteristics such as critical curiosity, creativity, and
positive learning relationships and attitudes. Guided learning is therefore as much
about building a positive orientation in the learner as about teaching skills or
strategies the learner might use. Clearly, however, these aspects are interrelated
since one means of bringing about a learning orientation is enabling pupils to
achieve well and make good progress.

Language, thinking and learning are interrelated. Pupils progress in language and
literacy is affected by their capacity to think and learn. Language is also important
in the development of information processing, reasoning, enquiry, creative thinking
and evaluation. The teacher needs to use effective questioning to challenge
learners to articulate their thoughts and to develop their thinking and learning by
justifying and explaining their ideas and opinions. This has been called putting a
press on pupils language.

The guided session is part of a broad learning sequence for the lesson or number
of lessons, acting as a link between initial whole-class work and subsequent
independent work. However, the guided session itself is also divided into clear
sections to form a regular and systematic instructional sequence of its own (which
is described in more detail through this unit).

Teaching is about accelerating pupils development and learning so that they move
quickly beyond what they can already do to new learning. The learning needs to be
pitched so as to avoid, on the one hand, boring repetitive work, and, on the other,
tasks and interventions that are totally beyond pupil capability. In cognitive
psychology this is known as cognitive conflict. All pupils need opportunities to
struggle and think through challenging problems and issues. Teacher intervention
needs to be skilfully judged so that pupils receive enough support to keep them
going, but enough challenge to maintain a fast rate of progress. Guided learning,
because it is focused on carefully selected groups, enables teachers to do this
more effectively.

Guided reading and writing as the basis for guided learning

Guided reading is a recent development (during the last 30 years) and arose from
approaches to the teaching of reading developed in New Zealand by Don
Holdaway. These emphasised the collaborative experience of reading as a support
structure to develop pupils reading strategies and skills. Guided reading has been
used with considerable success in the Primary National Strategy and the English
strand of the Key Stage 3 National Strategy.

Guided reading creates a social context for reading and responding to texts. The
teacher needs to give detailed consideration to the pupils engagement and stage
of progress so the text needs to be carefully chosen and teaching closely attuned
to pupils needs.

Guided writing differs from guided reading in that the teacherpupil interaction in
guided writing is often more akin to a small-group version of whole-class shared
writing (that is, the teacher usually retains more involvement and control than in
guided reading). The main thrust of guided writing, however, is to give control to the
pupils with the teacher on the shoulder.

Guided writing as a whole is not as well developed in schools as guided

[Link] is partly because writing has traditionally been seen as a silent, solitary

17 | Key Stage 3 National Strategy | Pedagogy and practice Crown copyright 2004
Unit 9: Guided learning DfES 0432-2004
and private effort on which there should be limited intrusion so as not to stifle pupil
expression, originality and creativity. While this concern is understandable, many
pupils find the move from whole-class teaching to independent writing difficult. So
they do not achieve as well as they should when faced with the blank page or
screen, even when provided with scaffolds such as writing frames. Guided writing
challenges traditional assumptions since it uses discussion (teacher to pupil and
amongst pupils themselves) to make explicit a writers choices, decisions, tactics
and skills, drawing writing into talk. As the writing takes shape, the teacher opens
up alternatives for pupils by discussing and extending the linguistic patterns and
semantic options available to them and by highlighting that writing is an exciting
process where texts can be improved and can create different effects and
meanings through revisions and changes. As in guided reading, the small-group
context assists the teaching in exploiting common concerns while attuning the
teaching to the individuals within the group.

References
Beard, R. (1998) National Literacy Strategy: Review of research and other
related evidence. University of Leeds, 3839. Available at
[Link].

DfES (2002) Training materials for the foundation subjects, unit 11, handout
11.2. Ref. DfES 0350/2002.
DfES (2003) English department training 2003/04: Improving writing course
handbook. Ref. DfES 0399/2003.
Dweck, C. (2000) Self theories: their role in motivation, personality and
development. Psychology Press. ISBN: 1841690244.

Harrison, C. Roots and research, Key Stage 3 English. Ref. DfES 0353/2002.
Holdaway, D. (1984) The foundations of literacy. Heinemann. ISBN:
0868960144.

Next steps
This unit has explored an aspect of teaching and learning. You may wish to develop
your ideas further, to consolidate, apply ideas in different contexts or explore an
aspect in more depth and innovate.

Reflect

What have been the key learning points for you?

What has been the impact on your pupils?

Here are some suggestions as to how you may develop practice further:

Identify possible opportunities for guided learning from medium-term planning.

Select aspects of knowledge and skills that are particularly appropriate for
guided learning sessions.

Plan and teach a sequence of guided learning sessions for a particular class

18 | Key Stage 3 National Strategy | Pedagogy and practice Crown copyright 2004
Unit 9: Guided learning DfES 0432-2004
 over a half-term. Evaluate their effectiveness by assessing the progress of all
the pupils in the class.

Consider how you might apply in whole-class teaching the types of intervention
you were using in the guided work (for instance using questions to mediate and
exchange ideas across the group rather than between individuals and the
teacher, or allowing sustained responses from pupils without teacher
interruption or comment). Try them out with a class who are used to guided
work. Evaluate the impact they have on the quality of whole-class interaction
and the standards of pupils responses.

Present your work to other colleagues in the department or even to the whole
staff. Be clear and candid about positive features which you found and also any
problems and challenges to be addressed. Also provide evidence of the impact
on pupils learning and standards of attainment.

The DVD that accompanies this material also includes three other extracts from
guided learning sessions in the following subjects: MFL; art and design; and
design technology. Having worked through this unit, you may wish to view one
or more of these extracts and consider how guided work can enhance teaching
and learning in subjects where there is a greater emphasis on oral work, and on
practical activity. If your subject is one of those featured on the DVD, you may
wish to use the video, and some of the material you have worked through, as
the basis for a departmental meeting at which you consider the potential of
guided work to improve standards in the subject.

For further reading, the following publications are recommended:

DfES (2002) Guided reading in English at Key Stage 3. Ref. DfES 0044/2002.

DfES (2002) Group reading at Key Stage 3: material to support group and
guided reading in Years 7, 8 and 9. Ref. DfES 0674/2002.

DfES (2002) English department training 2002/03, Y7 Session 3 Improving

writing pp. 2124. Ref. DfES 0313/2002.

DfES (2003) ICT in the Literacy Hour: independent work and guided reading.
Ref. DfES 0015/2003.

Fountas, I. C. and Pinnell, G. S. (1996) Guided reading: good first teaching for
all children. Heinemann. ISBN: 0435088637.

Holdaway, D. (1984) The foundations of literacy. Heinemann. ISBN:

0868960144.

19 | Key Stage 3 National Strategy | Pedagogy and practice Crown copyright 2004
Unit 9: Guided learning DfES 0432-2004
 Setting future targets
Having considered your next steps, you may wish to set yourself some personal
targets to support your own continuing professional development. You could use
these ideas to inform your performance management discussion.

Task 10
Setting your targets 40 minutes

When setting targets for the future you may want to discuss the possibilities with
a colleague or your line manager.

Whatever you decide to do, you will need to consider the following.

What are your objectives for the next year?

What are the expected outcomes in terms of pupils achievements?

What strategies will you employ to achieve these outcomes?

How will you track progress over the year?

How will you know whether you have been successful or not?

20 | Key Stage 3 National Strategy | Pedagogy and practice Crown copyright 2004
Unit 9: Guided learning DfES 0432-2004
Resource 1
Chart for task 4

Teaching group

Guided group:

Teaching objective(s):

Resources

Teaching sequence

Focus

Learning check

Independent work

Rework

Review

Evaluation

21 | Key Stage 3 National Strategy | Pedagogy and practice Crown copyright 2004
Unit 9: Guided learning DfES 0432-2004
 Resource 2
Chart for task 5

Guided learning lesson: Class:

Group:

Objectives:

Learning principle Practice

social

interactive

scaffolding

metacognition

episodes

challenge

22 | Key Stage 3 National Strategy | Pedagogy and practice Crown copyright 2004
Unit 9: Guided learning DfES 0432-2004
 Resource 3
Chart for tasks 7 and 8

Guided learning lesson: Class:

Group:

Objectives:

Teaching Practice

Making sense of the

learning material

Maintaining an
orientation to the task

Attuning the challenge

and support

Teaching learning
behaviours

Sharpening outcomes

23 | Key Stage 3 National Strategy | Pedagogy and practice Crown copyright 2004
Unit 9: Guided learning DfES 0432-2004
24 | Key Stage 3 National Strategy | Pedagogy and practice Crown copyright 2004
Unit 9: Guided learning DfES 0432-2004
 Guidance

Curriculum and
Standards
Pedagogy and Practice:
Teaching and Learning in
Senior leaders,
Secondary Schools subject leaders
and teachers in
Unit 9: Guided learning secondary schools
Status: Recommended
Date of issue: 09-2004
Ref: DfES 0432-2004 G

Teaching repertoire
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