Providing sufficient opportunities to learn

Examples of teacher actions that provide sufficient opportunities to learn:

• using diagnostic questions
• using an engaging starting point for learning
• making learning intentions clear
• allowing time to think (wait 10 seconds after asking a question and after the student’s response)
• modelling and making explicit desired practice
• checking for student understanding before proceeding
• allowing sufficient time to solve tasks
• providing activities with differentiated entry and exit points including extension and enrichment.
• giving constructive feedback based on quality of student work (BES, p. 76)
• recognising effort and perseverance
• wrapping up the lesson or topic.

Specific activities

• Setting students a challenging task and scaffolding them to complete it over several lessons.
• Activity: Measuring with digital pictures
• Activity: Coffee costs
• Activity: Fooling the teacher 

Further information

• Anthony, G., & Walshaw, M. (2009). Assessment for learning. Effective pedagogy in mathematics (PDF 320KB) (pp. 17–18). Belley: Gonnet Imprimeur.
• Anthony, G., & Walshaw, M. (2007). Effective pedagogy in pāngarau/mathematics: Best evidence synthesis iteration (BES). Wellington: Ministry of Education.

Last updated September 5, 2018

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