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Teaching an outstanding lesson · Ofsted 2012
Teaching an outstanding
lesson ·
Ofsted 2012
When observing lessons, inspectors may find the following prompts helpful.
Are pupils working independently? Are they self-reliant – do they make the most of the choices they are given or do they find it difficult to make choices?
To what extent do pupils take responsibility for their own learning?
How well do pupils collaborate with others?
Are pupils creative, do they show initiative?
Are pupils developing habits of good learning?
2012 Hot tips
•Teaching and learning priority
•GAP students tracked
•Literacy and numeracy in all
lessons/subjects
•Behaviour for learning
•Assessment informing progress –every
lesson and OVER TIME
•‘Typicality’ with SMSC as decider vote
•Parent view
•Teaching Assistants
Performance Management
Thinking on purpose
THINKING
LEARNING
CONNECTING
META
COGNITION
Energy, courage, open-minded
Primitive
Emotional
Thinking
Novelty/surprise Humour Music Rhythm/rhyme Love Mystery Stories Passion!
Evaluation Reflection Creativity Analysis
Fear Anger Threat Anxiety
Learning to learn – the secret skill • Developing a set of skills and habits that facilitate a self-
awareness and resilience in learning.
• Being able to transfer skills and learning from one context to another
• Understanding how you as an individual learn best and knowing how to use this effectively
HOW?
Using meta-cognition(thinking about
learning) to develop the above as part
of the school experience
Excellence is not an art but a habit - Aristotle
Use PLTs framework •Self manager •Effective participator •Creative thinker •Reflective learner •Independent Enquirer •Team worker
Facilitating The Perfect Lesson?
Demonstrating
progress.............
PROCESS and EFFORT
CHALLENGE - COLLABORATION - CHOICE
CREATIVITY-COMMUNICATION-CRITICAL THINKING
What strategies do you use to help them make outstanding progress?
100 ways - quantity not quality
Are they using all their potential brainpower?
Objectives that engage….what will be
different?
To evaluate some strategies that will improve learning progress to create the ‘perfect’ Ofsted lesson
Creative thinking
Writing to persuade
Engaged in innovative thinking that creates new solutions
Use ‘perfect’ strategies and techniques in my lessons to deliver brilliant learning
Engage reader to want to change behaviour
Reflection on the learning journey….
Where are you starting from? What does your progress look/feel/sound like? What are you heading for? What can you do when you get stuck?
Define
Identify
Describe
Combine
Evaluate
Imagine
Create
Reflect
Hypothesise
Predict
Apply Relate Compare Explain causes Classify Question
Based on SOLO Biggs and Collis
Deepening the learning…..
Differentiated
CONVEY HIGH EXPECTATIONS
Collaborative activities
Teach and Learn ..\..\Collaborative learning ideas\What works - sutton trust all schools.pptx
..\..\Collaborative learning ideas\Sutton trust research results.pptx
Ethical pilfering Best feedback techniques
Engaging activities for independent learning
Choice – challenge – collaboration-communication
..\Collaborative learning ideas\Eco Festival task plan.doc ..\..\Collaborative learning ideas\post 16 heart sheet.docx
..\..\Collaborative learning ideas\Water rockets team work sheet.docx ..\..\competency based curriculum\Primary Create your own country task plan doc.doc
..\..\Collaborative learning ideas\Wimbledon Winners team work sheet maths.docx
Mantle of the expert group challenge – travel agent/landscape gardener/archeologist/RSPCA
.
Standing back and watching them learn – intervening with impact especially with vulnerable learners
Dig the DIRT Dedicated improvement and
reflection time
Fix- it FEEDBACK
Yellow pages Expert workshops
Leadership roles
Meeter/greeter
Measuring progress – the perfect plenary
Should I relearn..practice…move forward …what’s next?
STRATEGIES
What are you looking for?
Satisfactory
Good
Outstanding
• teacher led
• demonstrated through peer and teacher
• student demonstrated, self recorded and apply to new context....
Define Identify Describe Combine
Apply Relate
Evaluate Predict Reflect
Teachers - what’s the difference?
Satisfactory?
Fount of knowledge ‘filling empty vessels’
Didactic – teacher guides pupils
Teacher questions Outcome focus Intelligence is fixed Teacher talks
Outstanding Expert, facilitator, coach Pupil-centred activity Pupils construct
questions/challenges Pupils as co-designers Pupils judge success, self
correcting Creative opportunities Success and failure equal
partners for learning Reflection/ metacognition Develops habits/dispositions Language for learning Recognises diverse needs
Success Criteria
To evaluate some strategies that will improve learning progress to create the ‘perfect’ Ofsted lesson
Creative thinking
Writing to persuade
Engaged in innovative thinking that creates new solutions
Use ‘perfect’ strategies and techniques in my lessons to deliver progress
Engage reader to want to change behaviour
Write a ten word text message to persuade a colleague to try a new
technique
Effective feedback should:
• focus on the learning objectives and/or success criteria;
• confirm that pupils are on the right track;
• stimulate the correction of errors or improvement of a piece of work;
• scaffold or support pupils’ next steps;
• provide opportunities for pupils to think things through for themselves;
• comment on progress over a number of attempts;
• avoid comparisons with other pupils;
• provide pupils with the opportunity to respond.
Rapid formative assessment throughout lessons….
‘Your answers are spot on – keep this
up’
96% - a brilliant score that you
deserve
“Your take off was excellent, Matt. On
your next jump try to have a more graceful
landing
“I think it would be even better if you had included examples to
support your argument”
To get an ‘A’ you will need to use more
key vocabulary
The effort that you are putting in is
really starting to pay off
C Great effort. You need more detail
and use of key terminology to
develop further.
B- Good start but your answer deteriorated
towards the end
“You made good eye-contact with your partner.
Very supportive body language. Don’t forget to
smile.”
A – oral (teacher) B – written (teacher) C – oral ()
D – written (teacher) E – oral (teacher)
F – oral (teacher)
G – oral (teacher) I – oral (peer) H - written (teacher)
Rewrite the last two lines
Replace 3 words with key vocabulary
Create a question that will challenge you more
7 STEPS to the perfect lesson they do 80/20 you do
Step 1 Why (prior learning/progress/scheme/big goal)
Step 2 Set up learning environment (prompt start to learning/welcome/expectations/habits etc)
Step 3 Engage (active -inspire –thinking-questions-pictures) Step 4 Outcomes- objectives (differentiated, success
criteria, high expectations)
Step 5 Active learning – collaborative/engaging /choice/co-designed
Step 6 Dish the DIRT – reflect, improve, add extra learning
Step 7 Assessment of progress – what have we learnt, how do we know, what’s next...
Choice- collaboration-challenge-communication
Love Literacy Show YOU value it
• Introduce new vocabulary and celebrate it (wow words)
• Value reading – make sure ALL can and do read
• Encourage reading BETWEEN the lines
• Give wider subject reading ideas including magazines, websites
• Add tips on grammar, paragraphing spelling when giving oral or written feedbackInclude literacy in your lesson plan/objectives
• Pretend you can’t remember how to spell……
• Reinforce standard English speaking and written forms
• Enhance and value skimming and scanning skills
• Explain writing conventions such as writing to persuade or inform
• Use texting, twitter, Facebook forms to draw attention to good communication skills
• Use assessment opportunities to assess literacy in their work as well as subject outcomes
Fixed mindset
Growth mindset
Intelligence is a given Intelligence can be
developed Leads to a desire to look smart and
therefore tendency to:
Leads to a desire to learn and
therefore tendency to
Avoid challenges as can’t risk failing
Embrace challenges willingly
Can get defensive or give up too
easily
Persist in the face of setbacks
See effort as fruitless or sign of
weakness
See effort as the path to mastery
Ignore useful negative feedback
Learn from criticism and welcome the
feedback.
Feel threatened by the success
of others, leading to fragile self
confidence and relentless
perfectionism
Find lessons and inspiration in
the success of others
As a result, may plateau
early and not achieve
potential
As a result, can reach ever
higher levels of
achievement.
creativity
...\..\EQ\Growth mindset teaching.ppt
Carol Dweck
Quick wins for teachers aiming for excellence
• Use meta-cognition to help them learn to learn • Use more questions, get them to ask more questions • Stand back and let kids learn • Use more group work, let students talk more than you do • Let students plan and deliver lessons and learning experiences • Love them and connect with their lives and goals • Mentally rehearse your best lessons • Model emotional intelligence: optimism, self awareness,
empathy, self belief, humility….. • Have very high expectations about what they can achieve • Help someone else be a better teacher ..\..\teaching and learning\Learning A4 policy.docx
The Perfect Ofsted Lesson The Perfect Ofsted Inspection The KS3 Learner’s Toolkit The Primary Learner’s Toolkit
Mindset - Carol Dweck Visible Learning – John Hattie The Teacher’s Toolkit – Paul Ginnis Inspirational Teaching – Will Ryan Why do I need a teacher when I have Google? – Ian Gilbert
www.jackiebeere.com
Thanks for listening
