Learn that… and learn how to….

The ITTECF consists of sequences of statements relating to trainees' learning. These are

Learn that... statements and
Learn how to ... statements

‘Learn that…’ statements have been drawn from current high-quality evidence from the UK and overseas.

These ‘Learn that…’ statements are deliberately the same across the 3 years of training from trainee to early career teacher because the full entitlement – across both initial teacher training and early career development – for new entrants to the profession is underpinned by the evidence of what makes great teaching.

A full bibliography is provided in the ITTECF with suggested reading, which can be shared with trainee teachers to support their critical engagement with research. This evidence includes high-quality reviews and syntheses, including meta-analyses and rigorous individual studies.

'Learn how to…’ statements have been sorted into two categories.

These categories define:

an entitlement to practise key skills
an opportunity to work with and learn from expert colleagues as they apply their knowledge and understanding of the evidence in the classroom.

Over to you: Have a go at deciding which are 'Learn that' and 'Learn how to' statements.

Secure subject knowledge helps teachers to motivate pupils and teach effectively. Avoid common assessment pitfalls by discussing and analysing with expert colleagues how to plan formative assessment tasks linked to lesson objectives and think ahead about what would indicate understanding (e.g. by using hinge questions to pinpoint knowledge gaps). Discussing and analysing with expert colleagues how pupils’ responses to feedback can vary depending on a range of social factors (e.g. the message the feedback contains or the age of the child). Paired and group activities can increase pupil success, but to work together effectively pupils need guidance, support and practice. Adapting teaching in a responsive way, including by providing targeted support to pupils who are struggling, is likely to increase pupil success. Develop a positive, predictable and safe environment for pupils, by: • Receiving clear, consistent and effective mentoring in how to respond quickly to any behaviour or bullying that threatens emotional safety. Build effective working relationships, by:  • Discussing and analysing with expert colleagues how experienced colleagues seek ways to support individual colleagues and working as part of a team There is a common misconception that pupils have distinct and identifiable learning styles; attempting to tailor lessons to learning styles is unlikely to be beneficial.