Post on 04-Apr-2018
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OutstandingTeaching and
Learning
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List
What are the ingredients of anoutstanding lesson?
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Hexagons!
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How to plan and deliver
an outstanding lesson(not how to create an outstanding lesson plan)
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1. Know your
students
groups (FSM, LAC, SEN, EAL)
ability/potential - school targets
prior attainment - underachievement?
other attributes - e.g. TRICS
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almost all pupils currently on rollin the school, including disabled
pupils, those who have special
educational needs and those forwhom the pupil premium providessupport, are making rapid andsustained progress.
(OFSTED Sep 2012)
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2. Know your subject
This is a given for outstanding lessons
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.objectives/Learning
intentions/Learningoutcomes
Staggered and differentiated
What will a completed grid look like?
1 All Must C Lvl 4
2
3
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essonobjectives/Learning
intentions Staggered and differentiated
All students should be aiming for thefinal target (row 3)
1 All Must C Lvl 4
2 Most Should B Lvl 5
3 Some Could A Lvl 6
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If you dont get this right then the
lesson is unlikely to be outstanding.
All teachers have consistently high
expectations of all pupils. They planand teach lessons that enable pupils tolearn exceptionally well across thecurriculum.
(Ofsted Sep 2012)
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All will be able to identify the problems Stresemann faced (D)
Most will be able to describe the problems Stresemann faced and
his attempts to solve them (C)
Some will be able to explain the problems faced by Stresemann (B)
and evaluate how successful he was in solving them. (A)
Allstudents will identify reasons for Hitlers rise to power.Moststudents will explain reasons for Hitlers rise to power.
Somestudents will explain reasons for Hitlers rise to power andmake a supported judgement about which set of reasons are
stronger.
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How many of you use staggeredlearning objectives?
How many of you use them as anintegral (the integral?) part of the
lesson?
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From staggered learning objectives,
the following can occur:
Progress conversations
Self-assessment
Peer-assessment
Mini-plenaries
Progress checks
Use of assessment ladders
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From staggered learning objectives,
the following can occur:
Progress conversations
Self-assessment
Peer-assessment
Mini-plenaries
Progress checks
Use of assessment ladders
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4. Activities Select the activities that will allow all students
to make that progress. Activities should:
be varied (learning styles?)
promote independent learning
encourage active learning
encourage collaboration
be engaging
be challenging
offer choice
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5. Make timely and
effective interventions
Questioning
Progress checks (individual, group,whole-class)
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Questioning
basketball with no hands hinge questions
planned
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Dylan William:
there are only two good reasons to askquestions in class: to cause thinking
and to provide information for the
teacher about what to do next.
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hinge questions:
the hinge is a point at which the teacherchecks whether the class is ready to
move on through the use of adiagnostic question.
the teacher needs to focus on just two
things:
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1. Are there any items that a significantproportion of the class answers
incorrectly and will need to be retaught
with the whole class?
2. Which two or three students would
benefit from individualised instruction?
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Multiple choice and hinge
questions
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AB
C
D E F
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Multiple choice and planned questions
In which year did World War II begin?
A 1914
B 1931
C 1938
D 1939
E 1941
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Progress checks
mini-plenaries (only in the rightcircumstances)
progress grids
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6. Literacy and
Numeracy The teaching of reading, writing,
communication and mathematics ishighly effective and cohesively plannedand implemented across thecurriculum.
(Ofsted Sep2012)
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Checklists- 9 hospitals, 18 months, 1500 lives saved
- US - in 10 years, fatal air crashes reduced by 65%
Can we apply the principle of the checklist to lesson
planning?
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Lesson plan
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Hexagons again!
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Summary of steps
1. Know your students
2. Know your subject
3. Staggered and differentiated learning
objectives
4.Activities
5. Interventions
6. Literacy and numeracy
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Personal action plan
Three things I will do as a result of thismeeting.