Summary of all Top 10 Strategies
Top 10 Manual Teaching Strategy Explanation
#1 Lessons are I do, We do, You do I do, We do, You do is a method of teaching that incorporates the findings about Cognitive
planned around a Load Theory - with the gradual release of responsibility to students so they can work
consistent structure independently.
#2 Lessons begin Quick fire quiz The teacher writes a series of pre-prepared questions on the board. Learners are given a time
with a written limit to answer the questions independently in their notebooks.
starter that reviews Gap Fill The teacher prepares a text or a resource with missing information. The students generate
previous learning answers for the gaps.
If this is the answer, The teacher writes a series of pre-prepared answers on the board. The learners need to write
what is the the questions that fit with the answers on the board.
question?
Ranking statements Students are given 9 statements in relation to a specific topic. They rank each statement
in a Diamond 9 according to importance.
#3 Lessons provide Success Criteria The teachers provide a “success criteria” which includes the key aspects that need to be
regular and included in a successful answer
extended Stretch activities The teacher sets high performing students with extended challenge questions and give them
opportunities for the role of “student teacher”.
independent
Intentional Whilst students are completing an independent task, the teacher circulates the classroom,
practice
Monitoring monitoring, collecting and responding to student data in real time.
Effective Marking Marking is one of the most effective ways to improve progress and guide students during their
independent practice. The focus of this practice is on self-assessment, live marking and written
feedback.
#4 Ask questions and Eliciting Eliciting is a questioning technique which asks learners to provide information rather than the
involve all learners teacher giving the information to students directly.
in answering Instruction-Checking After the teacher has given instructions, they need to check learners have understood them.
Questions They use ICQs to ask students specific questions linked to the instructions.
Cold Calling No hands up! The teacher asks a question to the whole class, gives every student time to think
about the answer. Then, the teacher selects a specific student to respond based on their
knowledge of the class.
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No-Opt Out If a student or several students get an answer wrong or say I don’t know, move to other
students or provide the correct answer. But then return to those students and give them a
chance to say the correct answer.
Think-Pair-Share Ask a question to the whole class. Give 1 minute for students to think independently about the
answer, 2 minutes to discuss in pairs, and 4 minutes to share responses as a class.
Whole Class The teacher asks a question and the whole class responds at the same time; students write the
Response answers a show them; students show fingers to correspond to multiple choice questions;
students show thumbs up or down
Probing Teachers ask repeated questions to probe students’ understanding.
#5 Before moving on, Heads Down, Hands Students put their heads on their desk and close their eyes. The teacher reads out statements,
check for up and the students raise their hand or put their thumbs up if they agree.
understanding of all Hinge questions The teacher writes a question on the board with multiple choice answers. At the same time,
students students raise one, two or free fingers to show which they think is correct.
Multiple Choice Quiz Multiple-choice questions are used to give students options for answering a question.
Exit Tickets Exit tickets can be adapted according to the lesson, content and learning outcomes. They are
usually a set of questions or reflections students need to answer before they are allowed to
“exit” the classroom
#6 Adapt teaching to Planning for mistakes The teacher plans ahead of their lesson what students are likely to get wrong or misunderstand
the level of all and what they might do to support students who have misconceptions.
students based on Reteaching to The teacher re-teaches key content more effectively by considering the key obstacles to student
regular assessments overcome an learning
obstacle
Stretching and Challenging students through questioning, task setting, feedback, and group work
Challenging
D.I.R.T Directed improvement reflection Time: students acting upon the written feedback the teacher
has given following independent practice.
#7 New teaching Worked examples & Pre-prepared answer or example written on the board which demonstrates to students what a
content is presented Model Answers successful answer looks like
in small steps, and Sentence starters Students are given semi-completed pieces of work and are asked to complete it on their own
students are
Pre-teaching The teacher breaks down new information into smaller steps by supporting students to develop
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provided with knowledge or skills before the topic is taught.
relevant teaching Writing Frames Teachers can simplify a complex task by providing students with clear step-by-step instructions
aids of what to do.
#8 Integrate effective Think-pair-share Think-Pair-Share is a strategy which may be used by a teacher to integrate effective pair work
pair/group work and drive collaboration. Students think independently for 1 minute, then share their thoughts
(where appropriate) with a partner for 2 minutes. The teacher then cold calls on pairs to share their responses for 4
to drive collaboration minutes.
Turn and Talk Turn and Talk is a teacher offered opportunity for students to turn to another student and talk
through something for a very brief period of time (often 30 seconds to 1 minute) before a
whole class discussion resumes.
Simple jigsaw This cooperative learning activity allows individuals or small groups to become responsible for
a subcategory of a larger topic. After researching and developing their idea, each individual or
small group then has the responsibility to teach it to the rest of the group or class.
Structuring A checklist for teachers to work through to decide when group/pair work is effective and how
collaborative work to effectively preparer and deliver group/pair work. This includes designing the group activity,
introducing it to the class, monitoring the class, and providing feedback
#9 Recognising all Expecting Errors The teacher acknowledges that students are likely to make mistakes and they can predict what
students’ efforts and these might be
mistakes as part of Withholding an Withholding an answer is when the teacher does not immediately give the right answer to the
the learning process answer first student response. The teacher holds off on the right answer and allows multiple students
to respond with what they thought
Managing the Managing the expression refers to the teacher not giving away the answer with their actions or
expression facial expression.
Praising risk-taking Praising risk-taking is all about the language we use in the classroom and about encouraging
students to participate. The teacher praises when students make an effort to answer, even if it
isn’t right.
#10 The classroom Praise actions, not This is about focusing praise on specific examples of student effort and accomplishment. This
culture is positive traits type of praise highlights students’ behaviour rather than ability which motivates them. It also
and respectful, and makes other students believe that their efforts can help them progress.
teachers routinely Precise praise vs Precise praise not only reinforces positive behaviour, but also helps to let the student or class
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praise students acknowledgement know exactly what it is that they did well, which helps them to repeat or aim for that behaviour
in future.
Non-verbal praise Embedding non-verbal praise routines, such as snaps or smiling, in your classroom can help to
routines create a positive and fun classroom culture, where students feel more engaged in learning and
keen to participate.
100% compliance The aim of 100% is to ensure that the entire class of students is attentive to what the teacher is
saying and compliant with their instructions at all times. The teacher does not move on to the
next activity or sentence until the entire class is attentive and compliant.
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