In education, noticing plays a critical role in effective teaching. Teacher noticing refers to a teacher’s ability to observe what is happening in the classroom, interpret students’ thinking and behaviour, and respond in ways that support learning.
Classrooms are busy environments. At any moment, a teacher may be managing content, time, behaviour and emotional dynamics. Research shows that what distinguishes effective teachers is not how much they do, but what they notice within this complexity.
Educational researchers often describe teacher noticing as having three connected elements: attending to key events, making sense of what they mean, and deciding how to act. This framework helps explain why noticing is not automatic. Without guidance, teachers may focus on surface behaviours rather than underlying learning processes.
An accessible overview of teacher noticing and its impact on responsive teaching can be found here:
https://www.ctd.northwestern.edu/blog/teacher-noticing-promotes-responsive-personalized-instruction
Studies show that when teachers develop noticing skills, they are better able to recognise students’ misconceptions, emerging ideas and emotional states. This allows them to adapt instruction in real time rather than following rigid lesson plans. As a result, teaching becomes more responsive and inclusive.
Teacher noticing is also closely connected to equity. Research suggests that without reflective noticing practices, teachers may unintentionally focus attention on a limited group of students. Developing noticing skills helps educators become more aware of whose voices are heard, who is struggling quietly, and how classroom interactions affect participation.
Recent discussion in professional education highlights noticing as a learnable competence rather than an innate talent. Structured activities such as video analysis, guided observation and collaborative reflection can help teachers improve how and what they notice
These approaches are relevant beyond teacher education. The principles of noticing — attending, interpreting and acting — apply to any profession where decisions are made in interaction with others. This is why teacher noticing research provides valuable insights for the PROMISE project and its focus on transferable professional skills.
To follow along on our project, join our LinkedIn Page and keep up to date here https://professionalnoticing.eu/
