4. ● How did you work out your location?
● What ‘signs’ did you look for?
● Which ‘signs’ were easier to read? Which were
more difficult?
● Were your perceptions different to those of others?
● How far away were you from the reality?
6. Step one:
Individually
Write a list of the
5 key attributes /
qualities / skills
that you think a
great teacher
should display
Step two:
Threes or fours
Discuss your list
of words. Are
they similar or
different to
colleagues?
Step three:
Whole group
Discuss as a
whole group
your thoughts.
What common
themes have
you agreed on?
5 into 1
8. Step one: Individually
Write a list of the 5 key attributes / qualities that you
What makes a great teacher?
● How would our pupils answer this question?
● Would their list of keywords be the same as our list?
● Should the lists be the same?
● Add three words that you think the children would say
12. ● What would our pupils say about you as a teacher?
● What would your colleagues say about you as a teacher?
● What would your colleagues say about you as a
professional?
● What would you say about yourself?
● What would you say the difference is between great
teaching and a great teacher?
14. ‘Great teaching is defined as that which leads to improved student
progress. We define effective teaching as that which leads to
improved student achievement using outcomes that matter to their
future success.
Defining effective teaching is not easy. The research keeps coming
back to this critical point: student progress is the yardstick by which
teacher quality should be assessed. Ultimately, for a judgement
about whether teaching is effective, to be seen as trustworthy, it
must be checked against the progress being made by students.’
‘What makes great teaching? Review of the underpinning research’
Robert Coe, Cesare Aloisi, Steve Higgins and Lee Elliot Major October 2014
15. The six components of great teaching
● (Pedagogical) content knowledge
● Quality of instruction
● Classroom climate
● Classroom management
● Teacher beliefs
● Professional behaviours
‘What makes great teaching? Review of the underpinning research’
Robert Coe, Cesare Aloisi, Steve Higgins and Lee Elliot Major October 2014
Editor's Notes
The six components of great teaching slides in conjunction with ST report
( based on the research )
The six common components suggested by research that teachers should consider when assessing teaching quality. The ST list these approaches, skills and knowledge in order of how strong the evidence is in showing that focusing on them can improve student outcomes. This should be seen as offering a ‘starter kit’ for thinking about effective pedagogy. Good quality teaching will likely involve a combination of these attributes manifested at different times; the very best teachers are those that demonstrate all of these features.
1. (Pedagogical) content knowledge (Strong evidence of impact on student outcomes)
2. Quality of instruction (Strong evidence of impact on student outcomes)
3. Classroom climate (Moderate evidence of impact on student outcomes)
4. Classroom management (Moderate evidence of impact on student outcomes)
5. Teacher beliefs (Some evidence of impact on student outcomes)
6. Professional behaviours (Some evidence of impact on student outcomes)
