Spotlight on Professional Practice

Over the past week, I had the privilege of observing two of Joseph Pfeffer’s lessons (English department) and I’m delighted to share and celebrate the exceptional teaching that unfolded. Both lessons reflected a thoughtful blend of clarity, engagement and deep learning which are all hallmarks of effective classroom practice.

From the moment students entered the room, Joseph set a purposeful tone by revisiting what they had learned in the previous lesson. This approach, known as retrieval practice, is supported by educational research as a powerful way to strengthen memory and build a solid foundation for new learning. It was clear that students felt confident and ready to engage.

Throughout the lesson, Joseph made his learning intentions explicit. Students knew exactly what they were learning and why it mattered. This clarity not only supported focus but also encouraged students to take ownership of their progress, something we know is essential for meaningful learning.

A particularly memorable moment in Joseph’s lesson was his thoughtful integration of AI as a learning tool. Rather than positioning it as a challenge, Joseph invited students to work with AI to outline the key characteristics of narrative voice. Students then applied this understanding to their novel study, identifying specific examples within the text. This creative use of technology sparked rich discussion and proved to be a meaningful way for students to apply knowledge in context, enhancing both engagement and critical thinking.

Joseph also used timers to structure transitions and maintain momentum. By pacing the lesson intentionally, he helped students manage their attention and effort, creating a calm and focused learning environment.

In his Theory of Knowledge class, Joseph introduced an engaging ‘Art Orbit’ activity, where students physically positioned their art prompts along a continuum based on whether they considered them to be art. This embodied learning experience sparked lively debate and encouraged students to reflect critically on the nature of artistic expression. The activity was followed by a contemporary case study, prompting further discussion around the inclusive and exclusive boundaries that artistic installations can provoke.

Throughout both lessons, Joseph’s scaffolding was clear and purposeful. He provided structured prompts and guidance that supported all learners to participate meaningfully and take intellectual risks. This kind of support not only builds confidence but ensures that every student has a pathway into the learning.

Joseph’s lessons were a powerful example of how research-informed strategies can come to life in the classroom at MLC School. His thoughtful planning, creative delivery, and commitment to student growth created a space where learners felt safe to explore ideas, challenge assumptions, and grow in confidence.

– Amy Murphy
Director of Professional Practice