What Makes an Outstanding Lesson Jan 2012

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What makes an outstanding lesson?2012 UPDATE

Based on OfSteds evaluation schedule of judgements for schoolsinspected under section 5

from January 2012

D Drake October 2011Advanced Skills Teacher

Abbeyfield School Chippenhamhttp://flavors.me/humanitiesast
http://flavors.me/humanitiesasthttp://flavors.me/humanitiesast


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Overview and comparison

The following slides provide information about the new OfStedinspection framework from January 2012 in relation to the quality ofteaching judgements

A comparison between the descriptors in 2009 is also provided

Areas of significant change now included in 2012 but not in the 2009framework are highlighted in red


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When evaluating the quality of teaching, inspectors will judge to what extent:

2009 version

Teachers and other adults have high expectations of all pupils and ensureeffective support is given to accelerate the progress of any pupil who isfalling behind their peers

The range of teaching styles and activities sustains pupils concentration,application and motivation

Subject knowledge is used to inspire pupils and build their understanding

Time is used effectively

Appropriate use of new technology mazimises learning(not mentioned in 2012)

Resources, including other adults, contribute to the quality of the learning


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Lesson planning is linked to current assessment of pupils priorlearning and differentiated, so that it consolidates, builds upon andextends learning for all pupils

Teachers and adults ensure that pupils know how well they aredoing and are provided with clear detailed steps for improvement

Effective questioning is used to gauge pupils understanding andreshape explanations and tasks in light of this

Teachers and adults assess pupils progress accurately and arealert to pupils errors and misconceptions during the lesson so that

they can move swiftly to put them right


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From January 2012

When evaluating the quality of teaching, inspectors will take intoaccount:

the extent to which teachers expectations, reflected in their teaching andplanning, including curriculum planning, are sufficiently high to extend theprevious knowledge, skills and understanding of all pupils in a range oflessons and activities over time

how well teaching enables pupils to develop skills in reading, writing,communication and mathematics

the extent to which well judged and effective teaching strategiessuccessfully engage pupils in their learning

the extent to which teachers secure high quality learning by setting

challenging tasks that are matched to pupils specific learning needs

how well pupils understand how to improve their learning as a result offrequent, detailed and accurate feedback from teachers followingassessment of their learning

Text taken from Ofsted evaluation schedule Section 5, from January 2012


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When evaluating the quality of teaching, inspectors will take intoaccount:

the extent to which teachers questioning and use of discussion promote learning

the extent to which the pace and depth of learning are maximised as a result ofteachers monitoring of learning during lessons and any consequent actions inresponse to pupils feedback

the extent to which teachers enthuse, engage and motivate pupils to learn and foster

their curiosity and enthusiasm for learning

how well teachers use their expertise, including their subject knowledge, to developpupils knowledge, skills and understanding across a range of subjects and areas oflearning

the extent to which teachers enable pupils to develop the skills to learn forthemselves, where appropriate, including setting appropriate homework to

develop their understanding

the quality of teaching and other support provided for pupils with a range of aptitudesand needs, including for those with special educational needs and/or disabilities, sothat their learning improves.



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What is a Good lesson? (2) in 2012

As a result of teaching that is mainly good, with examples of outstanding

teaching, most pupils and groups of pupils, including disabled pupils andthose with special educational needs, are achieving well over time.

Teachers have high expectations of all pupils.

Teachers in most subjects and key stages use their well developed subjectknowledge and their accurate assessment of pupils prior skills, knowledgeand understanding to plan effectively and set challenging tasks.

They use effective teaching strategies that, together with appropriatelytargeted support and intervention, match most pupils individual needs sothat pupils learn well across the curriculum.

The teaching of reading, writing, communication and mathematics isvery efficient.

Teachers and other adults enthuse and motivate most pupils to participate.

Teaching generally promotes pupils resilience, confidence andindependence when tackling challenging activities.



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What is a Good lesson? (2) in 2012

Teachers regularly listen astutely to, carefully observe and skilfully questiongroups of pupils and individuals during lessons in order to reshape tasksand explanations to improve learning.

Teaching consistently deepens pupils knowledge and understanding andteaches them a range of skills including communication, reading andwriting, and mathematics across the curriculum.

Appropriate and regular homework contributes well to pupilslearning.

Teachers assess pupils progress regularly and accurately and discussassessments with them so that pupils know how well they have done andwhat they need to do to improve.



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What is an Outstanding lesson? (1) in 2012

Much of the teaching in all key stages and most subjects is outstanding and

never less than consistently good. As a result, almost all pupils aremaking rapid and sustained progress.

All teachers have consistently high expectations of all pupils. Drawing onexcellent subject knowledge, teachers plan astutely and set challengingtasks based on systematic, accurate assessment of pupils prior skills,knowledge and understanding.

They use well judged and often imaginative teaching strategies that,together with sharply focused and timely support and intervention, matchindividual needs accurately. Consequently, pupils learn exceptionally wellacross the curriculum.

The teaching of reading, writing, communication and mathematics is

exceptional.

Teachers and other adults generate high levels of enthusiasm for,participation in and commitment to learning.



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What is an Outstanding lesson? (1) in 2012

Teaching promotes pupils high levels of resilience, confidence and

independence when they tackle challenging activities.

Teachers systematically and effectively check pupils understandingthroughout lessons, anticipating where they may need to interveneand doing so with notable impact on the quality of learning.

Time is used very well and every opportunity is taken to successfullydevelop crucial skills, including being able to use their literacy andnumeracy skills in other subjects.

Appropriate and regular homework contributes very well topupils learning.

Marking and constructive feedback from teachers and pupils arefrequent and of a consistently high quality, which enables pupils tounderstand how to improve their work, encouraging high levels ofengagement and interest.



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So how do you teach outstanding lessons?

Objectivist(lesson ceiling: good)

Constructivist(lesson ceiling: outstanding)

Teacher as all-knowing oracle. Teacher as organiser, and but one sourceof information.

Learning is teacher-centred, didactic,

with carefully-guided activities tosupport learning.

Learning processes are student-centred

and involve group and individualactivities.

Teacher generated questions are usedto elicit understanding.

Students construct their own learningquestions.

Learning consists of stimulus

response relationship, and is passivein nature.

Learning is an active process.

Effective learning stems from efficienttransfers of information.

Effective learning arises from open-ended, challenging problem-solvingexercises.

Paul Adams, 2003


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Choose appropriate teaching and learning styles:

We Learn:

10% of what we read

20% of what we hear

30% of what we see 50% of what we see and hear

70% of what we discuss with others

80% of what we experience for ourselves

95 % of what we teach


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Features of outstanding lessons:

Clearobjectives

Behaviourfor

Learning

Opportunitiesfor review

Questioningfor depth

not contentPace

Modelling

Co-operativelearning

Appropriateseating

arrangements

Assessmentfor

Learning

Differentiation

Features


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Promoting learning through effective teaching. Ask yourself

When planning the lesson have you

Provided a lesson plan appropriate for the learning needs of the group andthe demands of the subject?

Organised the room layout and resources to maximise learning

opportunities why are the students sitting where they are, does this helplearning to take place?

Planned for individual learning needs Differentiation for SEN and AG&T?

Provided an appropriate pack for an observer lesson plan, IEPs,group/individual profiles, assignment records etc (Select as appropriate; do

not overdo as this can be counter-productive)


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At the start of lesson do you

Take the register within first few minutes and record/challengelateness appropriately?

Start with re-cap of previous lesson and involve learners in this to

consolidate and reinforce learning?

Record clear learning objectives or outcomes of the lesson andshare these with learners? (They should know what they are therefor)


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During the lesson do you

Vary teaching and learning activities to:

hold learners interests meet a range of learning styles and abilities actively engage learners in the learning process

Ensure that learners are given clear information and guidancethroughout the lesson. (Tell them if you want them to do somethingsuch as take notes)

Show interest and enthusiasm for the subject and create a positive

and constructive atmosphere for learning? (Your manner andapproach will inspire or disengage learners)

Ensure that the pace of activities is appropriate for: subject level,stage of course, individual learning needs


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Manage different learning needs in the group? (Through extensionactivities, differentiated resources, structured group work activities, variedlevels of support etc)

Use appropriate teaching and learning resources effectively and creativelyto support and promote learning? (Remember, of all the senses, sight has

the most impact on learning)

Link learning content to previous learning and experience and use topicaland vocationally relevant examples to explain and clarify the lessoncontent?

Use effective questioning skills and appropriate assessment activities toregularly review and check learning throughout the lesson? (All learners not

just some)


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Provide small, achievable goals

Challenge persistent poor behaviour in a manner which minimisesdisruption to others and allows the pupil the chance to make amends

Work the room!

Talk to individuals at their level

Establish a clear routine so students feel safe and secure in the classroom


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Ensure all learners are actively involved in the learning tasks and areworking productively and co-operatively on them?

Provide clear feedback on progress written or verbal (as appropriate)within the lesson?

Demonstrate highly effective communication and group management skillsappropriate to the age of the learners and level of the qualification?

Ensure that all language, resources and learning approaches used,positively promote an inclusive learning atmosphere based on respect fordifference and diversity?


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Do you check

Language and terminology in course material, in what you say and in whatthe learners do and say?

Stereotypical attitudes oral and written?

Gender or racial bias in the organisation or balance of learner contribution?

Breadth and appropriateness of assessment activities to ensure that theyreflect a diversity of approach to learning?

The physical environment and how this might impact on learning?


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At the end of the lesson do you

Review aims/objectives/activities completed?

Ask and check what learners have learnt using a variety of methods?

Check to see if any elements are still outstanding and need to be carriedover to the next lesson?

End with a forward look to the next lesson so that learners can see the links& are motivated to attend?

Bring the lesson to a clear close?


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Outstanding lesson - Is your plan showing progression? Date:Period:Class:Room:Subject:Teacher:

Aims and Objectives:Are they clear?Can they be measured andevaluated?

Do learners know andunderstand them?What is the position in SoW?

Resources:Do these meet the aims?Do they take account of theway different students learn?

Can all students accessthem?


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Starter:Is there any recap to last lesson?Does this involve learner input?

Main Work:Does it promote independent learning?Is there a variety of activities?Are questions (discussion or written) clear?- they should not beambiguous or rely on knowledge the student may not have.Is research targeted?Not just go and find out about but withexamples of what you want or ideas of where to start.Are there written instructions to support verbal ones?

Do pupils understand how this task meets on/all of the learningobjectives?Do you know what finished work will look like?- model/showexamples.

Plenary:Would a learning diary work?How will checking learning affect what happens next lesson?

Has everyone met the objectives?


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Starter:Is there any recap to last lesson?Does this involve learner input?

Main Work:Does it promote independent learning?Is there a variety of activities?Are questions (discussion or written) clear?- they should not beambiguous or rely on knowledge the student may not have.Is research targeted?Not just go and find out about but withexamples of what you want or ideas of where to start.Are there written instructions to support verbal ones?

Do pupils understand how this task meets on/all of the learningobjectives?Do you know what finished work will look like?- model/showexamples.

Differentiation:

Is there a variety ofactivities on offer so thatstudents can pick a wayforward which suits thembut will meet theobjectives?How will you deal withpracticalities of studentwho needs support.Homework:Do students know thereason for this task?Have you providedwritten instructions?Is the deadlinemanageable and clear?

Notes:Could you consider roomlayout?

Plenary:Would a learning diary work?How will checking learning affect what happens next lesson?

Has everyone met the objectives?


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Outstanding lessons

It would be very difficult to demonstrate

all the features mentioned in this

presentation in one single lesson.

If you do many of these things regularly,any observer will pick this up by

looking at student work and by talkingto the students in the lesson.


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David Drake - October 2011

Humanities AST

Abbeyfield School Chippenham

http://flavors.me/humanitiesast
http://flavors.me/humanitiesasthttp://flavors.me/humanitiesast

What Makes an Outstanding Lesson Jan 2012

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