NECTaR:  Five Steps to Learning:

Needs   Engagement   Challenge   Tasks   Review

• always be punctual
• greet students by name every lesson, with smiles
• use every student’s name every lesson, and show interest in them as individuals
• establish our own pre-planned seating and grouping arrangements
• deal with lateness and lack of equipment unobtrusively but firmly
• be aware of students’ backgrounds
• use the language of learning to redirect disruptive behaviour
• respond to learners’ aspirations, goals and targets
• make clear our positive expectations of achievement by all students
• look for evidence of intent and achievement for each learner
• give praise, recognition and reward frequently
• emphasise collective goals and achievement, and collaborative learning methods
• encourage the notion that getting it wrong is positive
• demonstrate respect and ensure fair and equal treatment for all learners
• use humour and generosity of response to create a sense of warmth
• guarantee that responses and language are never undermining
• give learners opportunities to value each other’s achievements

• be aware of students’ capabilities and needs
• review previous learning, and value prior achievement
• draw upon existing understanding, experience and ideas
• draw out and examine misconceptions
• encourage speculation about the learning outcomes
• show where today’s learning fits into the wider picture
• tell the story of today’s learning, and use analogies and anecdotes to aid understanding
• describe our own relevant experience

• display the learning aims and planned outcomes of the lesson
• help learners visualise the outcomes, and describe the stages towards reaching them
• identify barriers to reaching them
• encourage learners to define their own aims and needs
• distinguish what all, most and some learners will achieve
• set questions and challenges as the outcomes of learning

• provide high rather than low level challenges, and set open rather than closed tasks
• use the language of expertise: writers, scientists, historians, artists, musicians, linguists
• make lessons unpredictable to exploit learners’ curiosity and sense of excitement
• ensure a period of quiet learning, thinking or review every lesson
• avoid worksheets which merely transfer information from one place to another
• encourage speculation, taking risks, argument, intellectual challenge
• use whole-class questioning to deepen understanding
• allow no hands up to answer initial questions, and give time for thinking
• ask for several answers, follow up initial questions, and build the level of challenge
• put learners in control of their learning, and encourage them through competition
• use the whole range of multiple intelligences: language, number and logic, space and pictures, music, body and movement, nature, people, self-awareness, spirituality

• plan lessons in sections, set times, and keep activities within learners’ attention spans
• organise learning individually, in pairs, in groups, as a whole class
• ensure a brisk pace and involve all students quickly from the outset
• create a colourful, informative environment, and provide clear, attractive resources
• display positive messages about learning and achievement
• use humour, enthusiasm and shock to convey information and ideas
• ensure visual presentation of information and ideas: colours, patterns, charts, images
• ensure auditory presentation of information and ideas: talk, sounds, music
• ensure kinaesthetic presentation of information and ideas: movement, physical activity
• engage learners’ emotions in presenting information and ideas
• model both the process and the expected outcome
• identify and explain key language and concepts

• write stories or poetry, work with words, use simulation, make presentations, record
• do calculations, solve puzzles, predict outcomes, analyse, draw conclusions
• produce patterns, pictures, images, maps, posters, symbols
• use natural patterns, the environment, classify objects
• perform songs, jingles, chants, rhymes, raps, use instruments
• use the body through role play, mime, drama, dance, movement, sport, making
• use ICT to think, be creative and collaborate
• use teamwork, discuss in groups, plan jointly, interview, teach other learners
• reflect on learning, think philosophically, express emotions
• take responsibility, make choices, find alternative solutions

• identify problems, gaps in understanding, barriers to learning
• comment on group progress and celebrate group and individual achievements
• emphasise advice and strategies above marks and brief comments
• give feedback to individuals during learning as well as after completion
• allow learners to give each other feedback
• encourage reflection on learning gains, reinforce key ideas, and invite questions 
• ensure active listening by requiring learners to summarise, apply, disagree, prioritise
• explore the effectiveness of different methods of learning