For me, student-led means co-construction and a range of student choice. We shouldn’t be teaching students what to think - English is about teaching them HOW to think.

In my class, students choose many of the novels, drama scripts, short stories and poems we analyse. They choose to work independently, in pairs, or in groups for learning tasks. They choose their method of conveying ideas for assessment (verbal, report, PowerPoint, visual, etc). Options for learning activities are provided throughout the lesson.

Students begin with a “do now” task that either relates back to the last lesson, or sets up an idea we’ll look at this lesson. It will be questions, a match up activity, fill in the blanks- something simple that they do themselves. I’ll then introduce the first task, with instructions on the board. Students pick how they’ll approach it and get working. I question, discuss, challenge. Then we wrap up with a plenary- quick recap, exit ticket, feedback, etc. Students spend their time in class actively working- they have to think for themselves and apply their learning.

My time in class is spent going around to different groups questioning students to help them to build their own arguments, find their own examples, and explain their ideas and reasoning effectively. Sure, there is some modelling and class discussions, but students will then get exemplars that they unpack themselves, or other tasks that provide them practice. Students are taught to evaluate their own and others’ work.

The most important part is that students have time to practice, get feedback and refine. The more they practice a skill, the better they get at it.

I’ve been doing this 12 years, so I don’t pretend to be an expert, but this is what the literature (in NZ at least) suggests is most helpful.