Oustanding teaching - Twilight training 1 - 5.11

7/30/2019 Oustanding teaching - Twilight training 1 - 5.11

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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.

Oustanding teaching - Twilight training 1 - 5.11

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