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What Makes a Good Lesson?
Isle of Wight Partnership
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This booklet should be used as a reference guide and is not
intended to be read from cover to cover (although this might prove
very helpful)
Content
What Ofsted sees as a good lesson
How to plan
A delivery model
Using the Standards
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WHAT OFSTED say MAKES A GOOD LESSON
OutstandingThe lesson is at least good in all or nearly all respects and is exemplary in significant elements, as shown bythe exceptional enjoyment and progress of the learners
Good Most learners make good progress because of the good teaching. Behaviour overall is good and learners arekeen to get on with their work in a secure and friendly environment in which they can thrive. Health and safety is notendangered. Teaching is well informed, confident, engaging and precise. The work is well matched to the full range oflearners needs so that most are suitably challenged. Teaching methods are effectively related to the lesson objectives andthe needs of learners. Teaching assistants and resources are well deployed and good use is made of time. Assessment oflearners work is regular, consistent and makes a good contribution to their progress.
SatisfactoryThe lesson is inadequate in no major respect, and may be good in some respects, as shown by
the satisfactory enjoyment and progress of learners.
Inadequate A lesson cannot be adequate if:
most or a significant minority make less than satisfactory progress due to teaching or behaviour
learners overall attitude or behaviour are unsatisfactory
health and safety is endangered
the teaching is unsatisfactory (even if learning progress is seen!)Unsatisfactory teachingis likely to haveoneormoreofthe following
weak subject knowledge
work not matched to pupil starting points
ineffective management of behaviour
methods poorly matched to objectives or fail to excite interest and commitment
Inadequate use of resources, time and assistants
poor assessment
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Good lessons arewell planned
The structurewhich follows gives a sensibleoverall shape for
most lessons1. A) Clear learning objectives in pupil speak B) Clear learning
outcomes in pupil speak (what pupils must produce.
2. An exciting short starter to stimulate enthusiasm, promote thinking
and to engage the pupils from the start. May or may not be related
to main lesson topic.3. A series of short episodes addressing different learning styles
where possible appropriate deployment of learning strategies.
4. A plenary draws together learning BUT is not just a summary. It
must re-engage, review, test understanding, apply learning. Try to
make it active for pupils rather than teacher reiteration.
5. Assessment for learning formative assessment should be seen in
every lesson teacher Q and A, pupil self review against learning
objectives, outcomes of problem solving, application of learning, all
provide opportunities. Without this a lesson will be
UNSATISFACTORY
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Learning Objectives
Starter
Episode 1
Episode 2
Episode 3
Plenary
PACE
ENGAGEMENT
CHALLENGE
ASSESS. for
LEARNING
Questions
Explanations
Modelling
Thinking
PLANNING
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What to look for in the delivery
Pace Must be pacey to maintain interest and for pupils to makemaximum progress short episodes help here
Engagement Poor engagement is a sign that YOU have got it wrong!
wrong level, inappropriate expectations, poor materials,
relationship with class. Look to yourself before blaming the
pupils!
Challenge Too low leads to misbehaviour and boredom; too high to
disengagement and apparent apathy. If you see these signs,
act!
Questions Know Blooms taxonomy of difficulty and select questions in
advance (state in your written plan)
Explanations Take care with technical language use word wall.
Modelling is a useful device too.
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Bloom's Taxonomy
Bloom identified a hierarchy of
questions that are extremelyuseful for helping teachers to
move classroom questions
beyond the literal and to support
differentiation within the
classroom. The following
examples of Bloom's questions'brought to life' are taken from the
Brighton and Hove LEA
publication Questions Worth
Askingand the Manchester LEA
publication Questions. The
examples powerfully illustrate thedifferences between the different
types of questions, enabling
teachers to more easily apply
them to their own classroom
contexts.
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WRITING LEARNING OBJECTIVES
A learning objective is A learning objective
encompasses
A learning objective is
expressed
A learning objective is
NOT expressed
A precise statement ofwhat a child should be
able to do at the end of
an activity
A differentiated
minimum target
An application or
A capability or
An opportunity for pupil
assessment/self
evaluation
draw handleIdentify list
calculate present
plan build
predict make
decide define
apply use
state contrastcompare select
assemble explain
describe discuss
construct write
solve classify
reflect upon
makedistinctions
draw conclusions
Demonstrate
Know
Understand
Learn
Memorise
Acquire skills in
Become familiar with
Develop mastery in
Appreciate the significanceof
Understanding is a very important learning objective BUT it is measured by one or
more of the above objectives. If you use it as an objective in its own right, you
MUST say how it will be assessed by application in problem solving
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HOW TO USE LEARNING OBJECTIVES
Identify in yourwritten plan
Constantly askin planningif yourintendedactiondelivers theobjectives (this avoids fruitless andwasteful activities)
explicitly shareobjectives with pupils in
languagethey understand (spoken and written)
refertoobjectives throughout lesson
comebacktoobjectives nearendof lesson (use todemonstrate pupil progress motivating, and a check for yourself)
Learningoutcomes - explicitly shareobjectives
with pupils in languagethey understand (spoken
and written) what you want them to produce as a
consequence of the learning activities.
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THE BIG PICTURE
Your lesson is part of a bigger scheme.
You are familiar with this and know exactly where your
lesson fits in.
Learningis enhancedifthe pupils are awareofthistoo.
SHARE this info with them at an appropriate level
Eg This lesson follows on --- begins to look at.adds to
our knowledge.etc
Indicate NC, QCA, Scheme of Work in your written plan
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STARTERS
Check the internet many ideas available
rapid exciting and often novel start to a lesson (grabs attention and
engagement)
may or may not be related to main content
be imaginative use photos, artifacts, problems, challenges, literacy,numeracy, matching, sorting, classifying, word games, music.
ring the changes!
BEWARE OVER_EXTENSION BECAUSE THEY ARE FUN!
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LESSON DELIVERY PLANNING
show plan of proposed activities in outline
emphasise processes you are going to use eg ifquestioning, what will you ask, when explaining will you use modelling? etc
This section is not just a list of content again emphasise process
show how you will differentiate for different groupsmaterials, content, processes
include approximate timings
try to indicate episode structure
indicate type of learning auditory, kinaesthetic, cognitive
check balance of activities probably max of 20 mins on anyone
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PLENARY
The purpose of the plenary is to consolidate learning
It can take many forms
It can occur at any time or in smaller parts
It is notjust a question and answer section revising lesson although it might be
sometimes
It could be:
A written problem solving exercise using lesson learning
A challenge to achieve a goal using lesson learning
An analysis of materials using lesson learning
A presentation using lesson learning
A homework activity using lesson learning
A research project using lesson learning
A quiz using lesson learning
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ASSESSMENT
This section is a mandatory part of every lesson plan
Assessmentis forboth you andthe pupils
check progress by Q and A to individuals and groups to assess understanding
and progress
observe actions of pupils for own feedback
assess independence of working and level of required support as a measure ofsuccess
measure progress against levels/assess criteria/objectives andrecord
systematically
use assessment for learning techniques self assessment
check written responses
sometimes carry out formal assessments
provide positive feedback
use assessment to focus your support for particular pupils in need
use assessment to modify your lesson and delivery according to need
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HOW IS A LESSON GRADED?
Examples ofgood practiceeffective evaluation
thorough
focuses on what pupils learn and why
mentor support in using evaluations to develop future teaching
suitable subject knowledge and understanding
extensive guided readingfocused timetabling
high quality teaching
in planning learning objectives are set out precisely and shared with pupils
Planning relates to NC and national strategy requirements
gives careful attention to differentiation including in relation to tasks and
resources
It is not possible to define the grades of a lesson easily. Below you will
find a list of what the inspection of GTP courses suggested makes up
good practice. Not all the criteria relate to any one particular lesson. Theprinciple of best fit must apply. BY THE END of the course you would
expect a very good trainee to be capable of meeting the majority of the
qualities listed. In your judgement, take into account the stage of
training.
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assessment outcomes inform planning
in assessment trainees are familiar with relevant requirements and have had
good experience of assessing against national criteria
in a primary DRB, trainees participate fully in the assessment process,
including reporting, contributing to reading records, applying NC levels,
administering statutory tests and tasks
trainees employ a wide range of assessment methods, including
targeted questions and self assessment
trainees provide good feedback to pupils during lessons
in behaviour management trainees apply school sanctions consistently and
without fuss
trainees establish a purposeful learning environment, keeping pupils on
task
in actual teaching lessons are interactive
questioning is effective
a range of teaching methods is employed, including some which arecreative and innovative
homework is well focused
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