Establishing a progressive identity Part Two: towards evidence informed progressive practice

In my last BLOG I outlined a number of constituent elements that could be said to describe progressive practice. In this one I want to take  a look at how evidence informed progressive practice might look and feel.

Evidence informed because it is adapted from the dynamic model of educational effectiveness (Creemers & Kyriakides, 2006) but progressive practice is a social science and cannot be evidence based. The intuition and interaction of the individual practitioner will always be an important factor in progressive practice.

The framework consists of three sequential activities (see below: 1, 2, 3) which outline the primary task, relate it to previous learning and transfer the ownership of learning (where possible) to students. This is followed by four iterative practice based activities (see below: 4, 5, 6 and 7) ; relating application (practice) with assessment. The practice is underpinned throughout by session management described as; managing the learning process.

progressive kearning

Fig 1: Evidence informed progressive practice adapted from: the dynamic model of educational effectiveness (Creemers & Kyriakides, 2006)

Underpinning activities: managing the learning process

Managing the learning process (The classroom as a learning environment and Management of time)

(a) Establishing on-task behaviour and pedagogic relations (i.e., teacher–student and student–student interactions)

(b) Dealing with classroom disorder and student competition through establishing rules, persuading students to respect them and using the rules.

(c) Maximizing engagement rates.

(d) Re-enforcing the main themes (primary task, SPAG etc)

The Learning Cycle


(1) Re – establishing teacher – student (pedagogical)  relations

(2) Outlining the primary task / Reflection on the learning journey so far

(3) Group collaboration (transfer ownership to learners)

(a) Students to identify the reason why an activity is taking place in the lesson.

(b) Outlining the content to be covered and signalling transitions between lesson parts

(c) Drawing attention to and reviewing main ideas.

(d) Collaboration on the structure of the session (where possible)


(4) Question / Answer Session (Space for students to raise issues)

(a) Raising different types of questions (i.e., process and product) at appropriate difficulty level

(b) Giving time for students to respond

(c) Dealing with student responses / concerns

(5) Teaching / modelling Content  / Delivering instruction on the primary task

(a) Encouraging students to use problem-solving strategies presented by other classmates, prompted by other classmates

(b) Inviting students to develop strategies

(c) Promoting the idea of modelling

(6) Application

(a) Using seat-work or small-group tasks in order to provide needed practice and application opportunities

(b) Using application tasks as starting points for the next step of teaching and learning.

(7) Assessment / Reflection

(a) Using appropriate techniques to assess, including real-time assessment and the collection of data on student knowledge, skills and emotional / social well-being

(b) Using the assessment  on the application tasks to guide the next step of teaching and learning.

(c) Collaborative reflection on the work so far


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