The Early Career Framework states that teachers should learn how to... Make good use of expositions, by starting expositions at the point of current pupil understanding. Classroom Practice (Standard 4 – Plan and teach well structured lessons).
In the landscape of modern education, effective teaching strategies are critical for ensuring that all pupils can grasp and retain the knowledge they are taught. One of the most effective strategies available to teachers is the use of expositions—clear, structured presentations of content. However, to truly maximise their impact, expositions must be carefully tailored to start at the point of current pupil understanding. This approach not only makes the content accessible but also ensures that learning is meaningful and rooted in pupils' existing knowledge.
What is an Exposition?
An exposition in the context of teaching is a method where the teacher presents information or explains concepts in a clear and structured way, often involving verbal explanations, visual aids, and other instructional resources. The primary goal of an exposition is to convey content in a way that is understandable, engaging, and directly relevant to the pupils.
Expositions can take many forms, from a teacher-led lecture or demonstration to more interactive forms, such as discussions or guided questioning. Regardless of the format, the key to a successful exposition lies in its ability to connect with pupils at their current level of understanding and gradually guide them towards new learning.
The Importance of Starting with Current Pupil Understanding
To effectively plan and deliver an exposition, it is crucial to begin with an understanding of where pupils are in their learning journey. Research consistently shows that teaching that builds on prior knowledge is more effective than teaching that does not (Bransford, Brown, & Cocking, 2000). This is because new knowledge is more likely to be retained and understood if it can be linked to what pupils already know.
Starting an exposition at the point of current pupil understanding involves assessing their prior knowledge, skills, and misconceptions. This initial assessment provides a foundation upon which new knowledge can be built, making the learning process more coherent and less overwhelming for pupils.
Assessing Pupil Understanding
Before delivering an exposition, it is essential to gauge pupils' current understanding. This can be done through a variety of methods, including formative assessments, questioning, and discussions.
Formative Assessments: Quick quizzes, exit tickets, or short written tasks can provide valuable insights into what pupils already know and where gaps in their understanding may lie.
Questioning: Strategic questioning during class discussions can help identify the depth of pupils' understanding. Open-ended questions that encourage pupils to explain concepts in their own words can be particularly revealing.
Discussions: Group discussions or peer explanations allow teachers to observe how pupils articulate their understanding and where they may struggle.
These methods help the teacher identify not only what pupils know, but also the misconceptions they may hold. Misconceptions, if not addressed, can hinder new learning by causing confusion or reinforcing incorrect ideas.
Structuring the Exposition
Once you have a clear understanding of your pupils’ current knowledge, the next step is to structure your exposition to bridge the gap between what they know and what they need to learn. This can be achieved by following a few key principles:
Start with the Familiar: Begin your exposition by revisiting concepts that pupils are already familiar with. This helps to activate prior knowledge and sets the stage for introducing new ideas. For example, if you are teaching a complex mathematical concept, start by reviewing related concepts that pupils have already mastered.
Build Incrementally: Introduce new information in small, manageable chunks, each one building on the last. This incremental approach prevents pupils from becoming overwhelmed and allows them to consolidate their understanding before moving on to more complex ideas.
Use Analogies and Examples: Analogies and examples that relate new concepts to familiar ones can be incredibly effective in helping pupils make connections between their existing knowledge and new material. These should be carefully chosen to ensure they are accessible and relevant to your pupils’ experiences.
Check for Understanding: Throughout your exposition, pause regularly to check for understanding. This can be done through questioning, asking pupils to summarise in their own words, or through brief tasks that require them to apply what they’ve just learned. This ensures that misconceptions are addressed promptly and that pupils are keeping pace with the lesson.
Summarise and Reinforce: At the end of the exposition, summarise the key points to reinforce learning. Encourage pupils to reflect on what they have learned and how it connects to their prior knowledge.
Using Scaffolding to Support Learning
Scaffolding is a technique that involves providing temporary support to pupils as they learn new concepts, gradually removing that support as they become more confident. This approach aligns well with the idea of starting expositions at the point of current pupil understanding, as it allows pupils to build on what they know with the appropriate level of guidance.
Scaffolding can take many forms, including:
Modelling: Demonstrating how to approach a task or solve a problem before asking pupils to do it themselves.
Providing Templates or Frameworks: Giving pupils a structure to follow when they are first learning a new concept or skill.
Guided Practice: Working through examples together before encouraging independent practice.
The key to effective scaffolding is to ensure that it is responsive to pupils’ needs. As pupils become more confident, the level of support should decrease, allowing them to take ownership of their learning.
Addressing Misconceptions
Misconceptions can be a significant barrier to learning, as they often lead pupils to misunderstand new concepts. Therefore, it is crucial to identify and address misconceptions during your exposition.
One effective way to do this is by using diagnostic questioning, which is designed to reveal common misconceptions. For example, in a science lesson, you might ask, "Why do you think the seasons change?" This question could reveal a misconception, such as the idea that the seasons are caused by the Earth moving closer to or further away from the sun, rather than by the tilt of the Earth's axis.
Once a misconception has been identified, it is important to address it directly. This might involve explaining the correct concept, providing counterexamples, or encouraging pupils to rethink their understanding through guided questioning.
The Role of Feedback
Feedback plays a crucial role in helping pupils to consolidate their learning. During and after an exposition, providing timely, specific feedback can help pupils to understand what they have done well and where they need to improve. Effective feedback should be:
Specific: Focus on particular aspects of the pupils' work, rather than providing general comments.
Constructive: Offer guidance on how to improve, rather than simply pointing out mistakes.
Timely: Provide feedback as soon as possible after the task, while the learning is still fresh in pupils' minds.
Feedback can also be used to encourage metacognition, prompting pupils to reflect on their own learning process and to think about how they can apply what they have learned in future tasks.
The Importance of Differentiation
Every classroom contains pupils with a wide range of abilities and prior knowledge. Differentiation is essential in ensuring that all pupils can access the content of your exposition. This might involve:
Varying the level of support: Some pupils may need more scaffolding than others, or might benefit from additional resources, such as visual aids or step-by-step instructions.
Providing extension tasks: For pupils who grasp the material quickly, providing more challenging tasks can help to deepen their understanding and keep them engaged.
Using different modes of presentation: Some pupils might benefit from visual or hands-on learning experiences, rather than relying solely on verbal explanations.
By differentiating your exposition, you can ensure that all pupils are able to engage with the material at a level that is appropriate for them.
Integrating Technology in Expositions
Technology can be a powerful tool in supporting effective expositions. Interactive whiteboards, educational software, and online resources can all enhance the learning experience by providing dynamic, engaging ways to present information.
For example, using an interactive whiteboard to display a concept map can help pupils to see the connections between different ideas. Similarly, educational software that allows pupils to manipulate variables in a simulation can help them to develop a deeper understanding of scientific concepts.
However, it is important to use technology thoughtfully, ensuring that it enhances, rather than distracts from, the learning experience. Technology should be used to support and reinforce the key points of your exposition, rather than becoming an end in itself.
Conclusion
Effective expositions are a cornerstone of successful teaching, providing a clear, structured way to present new information to pupils. However, to truly maximise their impact, expositions must be carefully tailored to start at the point of current pupil understanding. By assessing pupils’ prior knowledge, structuring the exposition to build on this foundation, and using strategies such as scaffolding and differentiation, teachers can ensure that all pupils are able to engage with and understand the content.
Furthermore, addressing misconceptions, providing constructive feedback, and integrating technology can all enhance the effectiveness of expositions, helping pupils to develop a deep, lasting understanding of the material.
As with all teaching strategies, the key to success lies in being responsive to the needs of your pupils, continually assessing and adjusting your approach to ensure that all pupils are able to make progress in their learning.
References
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.
Hattie, J. (2008). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American Educator, 36(1), 12-19.
Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-