Consistently Effective Teaching and Learning

Dr. Mary-Ann Preece, December 2025

Many teaching strategies historically labelled as fads share common characteristics: they often emerge with enthusiasm despite mixed evidence, are widely promoted and sometimes end up being imposed on teachers rather than thoughtfully integrated into practice. According to McGill (2021) a number of pedagogical approaches over the past few decades have fallen into this category simply because they gained momentum through hearsay, buzzwords, or top-down mandates rather than a strong evidence base. Examples cited include learning styles (e.g., auditory, visual, kinaesthetic), the routine use of lesson objectives in the ‘all/most/some’ format and sitting in rows that was pushed as a universal solution despite mixed impact in classrooms. These strategies were widely adopted but lacked robust research backing, leading them to be labelled as fads that teachers felt obliged to implement despite limited impact on pupil outcomes. Many teaching strategies were popularised and frequently cited in teacher training and professional development despite cognitive science research showing no reliable evidence that teaching to presumed learning styles improves achievement. Other strategies have drifted in and out of favour, such as certain ways of recording lesson aims or overly prescriptive planning formats, were adopted widely not because they demonstrated clear benefits but because they became interpreted as what ‘good’ teachers must do, often propelled by inspection frameworks or leadership expectations. Enser (2018) explained that certain teaching strategies turn into a fad when every teacher is mandated to produce them for every topic without considering why or how they support learning. Many teaching practices have the potential to veer into fad territory when their application becomes about fulfilment of a requirement rather than enhancing understanding. A true understanding of the psychology of learning is required to ensure teaching strategies employed in the classroom are consistently effective.

How effective learning occurs

Our brains are built over time through experience. Simple neural circuits form first and provide the foundation for more complex ones later. Through repetition neurological connections become stronger through a process of strengthening and pruning, whereas unused connections are eliminated to make the brain more efficient. Neuroplasticity - the brain’s ability to change - is at the heart of effective learning. Dehaene (2020) emphasises that the human brain is not a passive container for information but a prediction machine that continuously generates hypotheses about the world, tests them against reality, and updates its internal models based on feedback. This dynamic process is supported by neuroplasticity, meaning that neural pathways change with experience and practice. Dehaene identifies key elements of effective learning with the first being attention, which acts as the brain’s filter for sensory input. Information not attended to is unlikely to be processed deeply or stored effectively because the brain amplifies selected inputs and suppresses irrelevant ones. Sustained, focused attention increases the chances of encoding information into memory. However, as I have explored in a previous blog attention span of children and young people are on the decline, with some research suggesting that the current attention span is down to 47 seconds (Mark, 2023). The same research identifies issues such as digital distraction, hyperstimulation cognitive factors and mental health as some of the leading causes for the decline in attention span.

Learning is not simply about exposure to content; it requires active engagement. Dehaene explains that learners must participate in hypothesis generation, problem-solving, questioning, and exploration. When learners actively grapple with material, they create stronger neural representations because active engagement stimulates deeper processing and richer connections in the brain. Passive listening or rote memorisation provides fewer opportunities for this kind of meaningful neural change. Making mistakes are also essential because they tell the brain when its expectations do not match reality, prompting corrective learning and stronger memory traces. Feedback that is timely, specific, and explanatory supports more effective learning than feedback that merely rewards or punishes. Learning must be consolidated before it becomes durable and easily retrievable. Consolidation occurs through processes like repetition and practical application. The leading child psychologist of the early 20^th century, Piaget, maintained that for effective learning to take place, the same information should be presented in a variety of formats to support exploration and repetition and allow for practical engagement with content. This would also suggest that the most effective learning takes place when we do not just focus on our predominant learning style but rather enjoy all our learning styles. Our brains learn best when experiences build strong neural architecture through attention, active engagement, accurate error feedback, and effective consolidation. This framework, rooted in neuroscience, shows that learning is an active, interactive, and biologically grounded process, not a passive absorption of information. However, I have, to this day, observed many lessons where teachers are the centre of the lesson and the learners are mainly passive in the learning journey. 

Effective teaching strategies

In my 25 years teaching experience, the latter half of which was training teachers and observing their practice, I have experienced some teaching strategies that were most conducive to effective learning in line with neuroscience research. High-quality teaching involves a focus on how children learn and develop knowledge and skills, with approaches designed to secure long-term retention, fluency in core skills, and the use of metacognitive strategies that help pupils think about their own learning (EEF, 2024).  

Classroom strategies that nurture engagement, relationships, and well-being. My own PhD research highlighted that the emotional and relational aspects of classroom practice are essential components of effective teaching. Using elements of Seligman’s (2011) PERMA theory (positive emotion, engagement, relationships, meaning, accomplishment), specific teaching strategies were identified that supported learner emotional well-being and brought back some joy in to the classroom, including greeting learners, using positive descriptive praise, moving around the classroom when teaching to engage learners , collaborative group work, and think-pair-share questioning. These teaching strategies were identified as those that can significantly enhance learners’ emotional well-being and engagement in the classroom. These strategies contribute to a supportive learning environment where learners feel valued, connected, and intellectually engaged, which correlates with improved attendance, retention, and academic success (Preece, 2023).

Evidence-informed strategies emphasise active engagement and interactionThe Schools That Lead blog (2024) compiled a broad list of widely recognised teaching strategies that reflect research-informed practice in classrooms. Many of these, such as blended learning, flipped classrooms, differentiated instruction, cooperative and peer learning, scaffolding, and project-based learning, are grounded in principles of active engagement, student agency, and tailored support. Strategies like scaffolding help learners build from guided practice towards independent mastery, while peer teaching and peer assessment foster deeper understanding and collaborative skills. These approaches align with evidence showing that interactive engagement and varied instructional formats can enhance learning outcomes beyond passive instruction (Schools that Lead, 2024).  

Practical classroom approaches that focus on growth, not just measurementAinsworth (2025) argues that effective teaching should prioritise growing progress rather than merely measuring it. This would suggest a move away from data such as target grades and a move towards individual learners making individual progress. Key strategies include identifying specific gaps in learning, using focused retrieval practice to reinforce identified gaps, setting clear goals with learners and ensuring that support staff or teaching assistants are strategically deployed to reinforce key concepts.

Case-based and context-specific strategies: cohort support and alignment of learning goalsAn opinion piece in Education Week by Ferlazzo (2025) describes an intervention strategy that proved highly effective for English language learners: placing learners  in a stable cohort, collaboratively planning ahead with teachers to build prior knowledge for upcoming topics, and incorporating reflection and parent communication to strengthen learning continuity. Although anecdotal and context-specific, this approach aligns with research showing the importance of structured support, coordination across teachers, and scaffolding of prior knowledge for complex learning tasks (Ferlazzo, 2025).

What makes these strategies effective?Across these sources, effective teaching strategies share several key characteristics:

• Active involvement and engagement: Techniques that require learners to think, discuss, and interact with content and peers, such as think-pair-share, collaborative work, and project-based learning, which are more effective than passive transmission of information.

• Structured support and progression: Scaffolding, clear goals, and targeted retrieval practice help learners build and retain knowledge systematically.

• Focus on emotional and relational support: Positive classroom climate, praise, and teacher presence are linked with greater engagement and psychological safety, which supports learning.

• Reflection and metacognition: Encouraging learners to reflect on their understanding and learning processes supports deeper comprehension and self-regulated learning, which is echoed in strategies like cooperative reflection or cohort discussions.

• Integration of technology and varied modalities: When used purposefully, blended and interactive technology can enhance motivation and offer differentiated entry points to content.

Key tips for consistently effective teaching and learning

·         Think different about learning objectives.  Try posing your learning objectives as questions that can be revisited at the end of the lesson to note if learning progress has been made. Provide learners with the topic and get them to set their own individual objectives, identifying what they hope to learn by the end of the lesson.

·         Introduce new information in smaller digestible chunks. Link content to learner interests so that they can connect with new content and effectively make sense of it.

·         Learners should do more than the teacher in a lesson and teacher talk should be keep to a minimum. Get them actively engaged.

·         Provide opportunities for learners to move around the classroom for example having to contribute information to ‘topic sheets’ allocated around the room. 

·         Provide opportunities for learners to work with others to offer each other support and guidance while learning to share ideas and listen to others’ opinions and value them. Equally provide opportunities for independent research and study at appropriate times.

·         Present in the same information in different ways through planning and implementing a range of activities that learners can engage with during the lesson to support repetition and consolidation. Use visual timers to support learners to maintain focus and attention on tasks.

·         Incorporate technology, which is great for assessing learner progress through a variety of platforms which support interactive quizzing.

·         Take an interest in your learners, great them as they enter the room, engage with them during activities and thank them for their efforts.  Learners who have a good rapport with their teacher will want to work hard for them. 

Final thoughtsThe most effective teaching strategies are those rooted in research and validated in practice: they actively engage learners, support their social and emotional needs, provide structured and scaffolded learning, and encourage reflection and metacognitive control. These approaches are grounded in robust evidence that effective teaching is not about a single method, but a coherent set of strategies that work synergistically to improve understanding, retention, and student outcomes. Where learners enjoy their learning experiences, the teachers do too and the whole learning and teaching journey becomes a more joyous experience for all involved.

References:

Ainsworth, P. 2025. 12 Effective Teaching Strategies. Teacher Toolkit. Available online: https://www.teachertoolkit.co.uk/2025/02/12/measuring-or-growing/

Dehaene, S. 2020, How We Learn: The New Science of Education and the Brain, Allen Lane, London.

Education Endowment Foundation (EEF) 2024. High-Quality Teaching, Education Endowment Foundation, Available online: https://educationendowmentfoundation.org.uk/support-for-schools/school-planning-support/1-high-quality-teaching.

Ferlazzo, L. 2025. ‘This Is the Most Effective Teaching Strategy I’ve Seen in 23 Years’, Education Week, July 2025. Available online:https://www.edweek.org/teaching-learning/opinion-this-is-the-most-effective-teaching-strategy-ive-seen-in-23-years/2025/07.

Mark, G. (2023). Attention Span: A Groundbreaking Way to Restore Balance, Happiness and Productivity. New York: Hanover Square Press. 

McGill, R. 2021. Education Fads, TeacherToolkit, 10 July 2021. Available online: https://www.teachertoolkit.co.uk/2016/07/10/education-fads/.

Preece, M.A. 2023. Teaching practices that are conducive to supporting the positive emotional well-being of learners in post-compulsory education. Research in Post-Compulsory Education, 28(3), pp.390-417.

Schools That Lead. 2024. Best Teaching Strategies, Schools That Lead. Available online: https://www.schoolsthatlead.org/blog/best-teaching-strategies.