PGCE Pedagogy and Teaching Methods 1 — Questions and Answers
Question 1: What is 'direct instruction' as a teaching method?
- An approach where pupils discover knowledge independently through enquiry
- A structured, teacher-led approach that explicitly teaches skills and knowledge in small steps with guided practice (Correct answer)
- A method using only digital resources and online platforms
- A whole-school approach to curriculum design
Correct answer: A structured, teacher-led approach that explicitly teaches skills and knowledge in small steps with guided practice
Direct instruction involves the teacher explicitly presenting new knowledge in clear, sequenced steps, modelling examples, checking understanding, and guiding practice before independent work.
Rosenshine's Principles of Instruction (2012), widely used in UK teacher training, outline effective direct instruction: begin with review, present new material in small steps, model clearly, check understanding frequently, guide practice, provide scaffolded independent work, and review regularly. Meta-analyses show direct instruction has a strong effect size when implemented well.
Question 2: What does 'pedagogical content knowledge' (PCK) mean?
- A teacher's knowledge of classroom management techniques
- The combination of subject knowledge and knowledge of how to teach that subject effectively (Correct answer)
- Knowledge of how to use technology in the classroom
- Understanding of school policies and procedures
Correct answer: The combination of subject knowledge and knowledge of how to teach that subject effectively
PCK, a concept introduced by Lee Shulman, describes the unique blend of subject expertise and understanding of how to represent and teach that subject for different learners.
Lee Shulman (1986) identified PCK as the knowledge teachers possess beyond subject expertise: understanding which analogies, demonstrations, examples and representations make content comprehensible; knowing common misconceptions; and understanding which instructional strategies work best for specific content. Strong PCK is associated with better pupil outcomes.
Question 3: How does 'modelling' support pupil learning in the classroom?
- By using scale models and physical objects for all subjects
- By the teacher demonstrating the thinking process step-by-step, making implicit reasoning explicit (Correct answer)
- By showing pupils videos of experts performing tasks
- By giving pupils a completed example to copy directly into their books
Correct answer: By the teacher demonstrating the thinking process step-by-step, making implicit reasoning explicit
Effective modelling makes the teacher's thought process visible ('I do, we do, you do'), enabling pupils to observe expert practice before attempting it themselves.
Modelling (particularly 'think-aloud' modelling) involves the teacher narrating their reasoning while completing a task. This externalises expert thinking, which novices cannot otherwise observe. The gradual release model ('I do, we do, you do') then moves from teacher demonstration to guided practice to independent application.
Question 4: What is the 'zone of proximal development' (ZPD) and how does it relate to teaching?
- The physical area around a pupil's desk where the teacher should stand
- The gap between what a pupil can do independently and what they can achieve with guided support (Correct answer)
- A measure of a pupil's IQ relative to their year group
- The time available for a lesson before pupils lose concentration
Correct answer: The gap between what a pupil can do independently and what they can achieve with guided support
Vygotsky's ZPD describes the space where teaching is most effective - tasks just beyond independent capability but achievable with a teacher's or peer's support.
Lev Vygotsky argued that the most effective learning occurs in the ZPD - where a task is too difficult without support but achievable with scaffolding from a 'more knowledgeable other'. Teachers use ZPD by: assessing what pupils can do independently; setting tasks slightly beyond that level; providing scaffolds that are gradually withdrawn as competence grows.
Question 5: What is 'interleaving' as a teaching and learning strategy?
- Alternating between group work and individual work within a lesson
- Mixing the practice of different topics or problem types within a study session rather than blocking each topic separately (Correct answer)
- Using a range of different resources within one lesson
- Interleaving the timetable so pupils study different subjects on different days
Correct answer: Mixing the practice of different topics or problem types within a study session rather than blocking each topic separately
Interleaving involves mixing different topics or types of problems during practice, which research shows improves long-term retention and ability to discriminate between concepts.
Blocked practice (studying all of topic A, then all of B) feels easier but produces weaker long-term learning. Interleaved practice (mixing A, B and C questions) is more challenging but produces stronger retention and transfer because it forces pupils to identify which concept to apply. Cognitive psychology research supports interleaving as a 'desirable difficulty'.
Question 6: According to Rosenshine's Principles of Instruction, why is it important to review previous learning at the start of each lesson?
- To complete the register and settle the class
- To strengthen memory of prior knowledge and identify gaps before introducing new content (Correct answer)
- To fulfil the school's lesson plan template requirements
- To give early finishers something to do while others arrive
Correct answer: To strengthen memory of prior knowledge and identify gaps before introducing new content
Rosenshine identifies beginning lessons with a brief review of previous learning as one of his ten evidence-based principles, helping consolidate memory and build connections to new content.
Rosenshine's Principle 1 states teachers should begin by reviewing previously learned material. This activates prior knowledge, counters the forgetting curve, and prepares working memory to connect new information to existing schemas. Typical review activities include low-stakes quizzes, retrieval starters, or quick-fire questioning.
PGCE Pedagogy and Teaching Methods 1
What is 'direct instruction' as a teaching method?