NEWS
Great Scot | Issue 173 | 2025
Intention and intuition
Ms Kristy Irwin
VICE-PRINCIPAL TEACHING AND LEARNING
Shaping learning at Scotch
At the heart of every great school lies a clear vision of learning, one that shapes not only what we teach but also how and why we teach it. In our recently launched Strategic Plan we articulated an aspiration to advance learning that appreciates beauty, pursues goodness, and discerns truth as a key component to forming enlightened learners of good character. This vision has been explored from a teaching and learning perspective in recent editions of Great Scot: Embracing the Transcendent considered the why and the what, reflecting on the purpose of education and the knowledge, skills, and dispositions our students need to thrive; while Spaces that Speak examined the where, exploring the role of physical environments in shaping the learning experience. Now, as we continue to develop the Scotch Teaching and Learning Framework, our focus turns to the how— the pedagogies that guide us in bringing this vision to life every day.
The characterisation of teaching as both an art and a science is a wellestablished concept in educational discourse. John Dewey, a prominent educational philosopher, expressed this view in 1929, observing that“ there is no opposition, although there is a distinction” between the scientific and artistic aspects of education. He emphasised that education is not merely an art or a science but encompasses elements of both( Dewey, 1929). The science of teaching draws on research into how we learn, providing a foundation for intentional, evidence-informed practice. It includes principles like those articulated by Barak Rosenshine, whose work synthesises decades of cognitive science and educational psychology. His principles, which include clear instructional sequences, frequent checks for understanding, and systematic review, provide a shared language for discussing effective teaching and learning( Rosenshine, 2012). These principles are not rigid prescriptions, but guideposts for creating lessons that are clear, purposeful, and impactful, ensuring that every boy is challenged and supported on his learning journey.
Yet teaching is also an art, one which requires sensitivity, intuition, and the ability to respond to the unique dynamics of each classroom. Tom Sherrington, in The Learning Rainforest: Great Teaching in Real Classrooms, captures this interplay, describing how great teachers draw on both structured approaches and the more fluid, relational elements of teaching to inspire, engage, and connect with their students( Sherrington, 2017). This artistic dimension is evident when a teacher senses a moment to pause for reflection, to draw out a boy’ s question, or to seize an unexpected teaching opportunity, those moments when learning becomes personal and alive.
This blend of intention and intuition is particularly important in the context of boys’ education, where relationships play a critical role in shaping character and fostering a sense of purpose. Dr. Michael Reichert, a leading advocate for relational pedagogy, argues that boys, in particular, thrive when they feel seen, understood, and valued( Reichert & Hawley, 2010). At Scotch, this understanding is woven into the fabric of our school. Our pastoral care structures and co-curricular programs are designed to ensure that boys are known not just as learners, but as individuals
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