How did teachers put whole class interactive teaching into practice?
The NNS placed great emphasis on interactive whole class teaching. Numeracy sessions were split into three parts, each of which featured interactive teaching. There was evidence that teachers readily adopted the three-part lesson structure. Nevertheless, they lacked opportunities to explore their understanding of certain issues, such as: • the nature of interactive teaching • the nature of the learning process itself • how to develop pupils’ understanding of mathematical concepts. As a result, many teachers adopted a relatively simplistic response to, for example, demands for a swift lesson pace. This study observed particular teachers in detail and over time. This account of one teacher’s struggles with the guidance from the strategy highlights issues which also affected many others. Lesson pace and pupil engagement – learning from misunderstandings Frankie was a motivated and enthusiastic teacher. Her beliefs about the nature of learning and her understanding of lesson pace and the n
