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It outlines six dimensions of great teaching, including pedagogical content knowledge, quality of instruction, classroom management, classroom climate, beliefs about learning and teaching, and wider professional elements. 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(Pedagogical) content knowledge (PCK)  \n2. Quality of instruction  \n3. Classroom management / behaviour / control  \n4. Classroom climate / relationships / expectations  \n5. Beliefs (theory) about subject, learning & teaching  \n6. Wider professional elements: collegiality, PD, stakeholder relationships  \nWhat problem might this solve?  \n• Many teachers and school leaders would value clear, practical, authoritative advice about  \n•What makes great teaching?  \n• What great teachers do, know, understand, believe  \n• How to identify it  \n•How to get better at it  \n• Matching professional learning to readiness and needs  \n• Guidance and resources to develop teachers’ skills, behaviours, knowledge  \n• Structures to maximise school-led professional development  \nTrue or False?   \n1. For every topic they teach, teachers should be able to list the prerequisite knowledge on which it depends  \n2. Every lesson should start with a retrieval quiz to reactivate previous knowledge  \n3. Teachers should ensure that academic success is compatible with students honouring their cultural competences, values and identities  \n4. Students will only learn from a teacher that they like  \n5. Every lesson should offer differentiation: different materials, tasks and success criteria for different students  \n6. Teachers should aim to praise all their students every lesson  \n7. When explaining ideas, it is more helpful to be concise and reduce distractions than to be spontaneous and authentic  \n8. As much as possible, students should be encouraged to work independently on realistic problems  \nTrue or False? Answer (and GTT:ER reference)  \n1. For every topic they teach, teachers should be able to list the prerequisite knowledge on which it depends  \n2. Every lesson should start with a retrieval quiz to reactivate previous knowledge  \n3. Teachers should ensure that academic success is compatible with students honouring their cultural competences, values and identities  \n4. Students will only learn from a teacher that they like  \n5. Every lesson should offer differentiation:  \ndifferent materials, tasks and success criteria for different students  \n6. Teachers should aim to praise all their students every lesson  \n7. When explaining ideas, it is more helpful tobe concise and reduce distractions than tobe spontaneous and authentic  \n8. As much as possible, students should be encouraged to work independently on realistic problems  \n1. TRUE: See 1.2  \n2. FALSE: Retrieval quizzes can be good, but need not be every lesson (4 .5)  \n3. TRUE: See 2.1  \n4. FALSE: Liking is good, but not essential (2 . 1)  \n5. FALSE: Different success criteria undermines high expectations for all (2 .4)  \n6. FALSE: Praise for poor work or semicompliant behaviour undermines high expectations (2 .4, 3.3)  \n7. TRUE: Planned – even scripted – explanations minimise cognitive load (4 .2)  \n8. FALSE: This works only when sufficient prior knowledge and connections have been established (4 .6)  \nOur solution:  \nThe Great Teaching Toolkit  \n1. Develop a curriculum for teacher professional learning  \n• Based on the best available evidence  \n2. Develop instruments and systems for creating actionable feedback for teachers  \n• Measures of classroom quality, teacher skills and knowledge  \n3. Create networks and guidance to support improvement  \n• Coordinate peer and expert support  \n• Evaluate and promote effective programmes/models  \n1. A curriculum for  \nteacher professional learning","cbCaihqTKSykHmII","https://ap.wps.com/l/cbCaihqTKSykHmII","pdf",1865082,35,"English","# Welcome\n## Dimensions of great teaching\n## What problem might this solve?\n## True or False?\n## Our solution: The Great Teaching Toolkit","[{\"question\":\"What are the dimensions of great teaching described in the toolkit?\",\"answer\":\"The toolkit outlines six dimensions: pedagogical content knowledge (PCK), quality of instruction, classroom management/behaviour/control, classroom climate/relationships/expectations, beliefs about subject/learning/teaching, and wider professional elements such as collegiality and PD.\"},{\"question\":\"How does the webinar use the “True or False” section?\",\"answer\":\"It tests common claims about teaching practice (e.g., retrieval quizzes each lesson, liking being essential, differentiation structures) and provides answers with references to the Great Teaching Toolkit (GTT:ER).\"},{\"question\":\"What solution does the Great Teaching Toolkit propose?\",\"answer\":\"It proposes three elements: a curriculum for teacher professional learning based on best available evidence, instruments and systems to create actionable teacher feedback, and networks and guidance to support improvement through peer and expert coordination.\"}]","An Introduction to the Great Teaching Toolkit - Webinar for Cambridge International - Rob Coe - 28 October 2020 | PDF",1792723672,88]