Subject Knowledge

In Visible Learning for Teachers (2011), Hattie highlights that expert teachers hold an ability to effectively apply their subject knowledge by the ability to organise and deliver content knowledge in a way students are easily able to access and understand. The ability to share subject knowledge in a clear way and also the ability to identify obstacles that students may come across when learning about a new topic is also an area examined by Griffith and Burns who highlight the importance of teacher clarity and also a forensic understanding of the assessment criteria. We particularly like the concept of searching out blind spots in our subject and assessment knowledge in order to be able to work to effectively remove them:

Griffith and Burns outline the following Blind Spot questions as a key starting point for reflective practice:

  • I thought I was good at giving explanations and instructions.

  • I thought I was teaching all levels of learners equally well.

  • I thought I understood what was required to get an A*

  • I thought I had better empathy with learners who struggle.

  • I thought I was better at stretching the most able learners.

  • I thought I was getting accurate feedback from the class.

You could try filming your lessons with one of the questions in mind or you could take part in our coaching programme to support your own professional development.

 

 

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