ABSTRACT
This chapter provides a focus on the many different ways in which teachers can engage with their students across a wide ability range to bring about effective learning. In the context of inclusive classrooms it has been suggested that evidence-based direct teaching methods may be adapted, and are therefore preferable to using unstructured student-centred approaches, particularly for teaching basic skills in literacy and numeracy. Some adaptations to teaching methods will need to be made at the lesson-planning stage, while others will occur on the spot during the delivery of the lesson as the teacher responds to students’ reactions and progress. In this chapter attention is given to the merits of explicit instruction, deliberate teaching, teacher-led instruction and expository teaching. In particular, consideration is given to teaching adapting tactics such as explanations, demonstrations, teacher modelling, questioning, setting relevant learning tasks, providing feedback and reviewing. Interactive whole-class teaching is seen as an effective approach for including all learners in a common programme, while at the same time providing individuals with differentiated support.
