Outstanding Teaching

Planning lessons and Outstanding TeachingDr Jonathan GlazzardDraw a houseTASK 5 minutesHave you been successful?Mark your work

What does a fab lesson look like? DISCUSSIONNo model of teachingTime on taskReduce teacher talkProgress during the lessonGood attitudes to learningTriangulation - no show ponies! Progress in books over timeProgress data over timeChildren being good learners

Learning ObjectivesLO visible throughout the lesson, well explained and put into a meaningful context- tell them what they are learning and why. Identify the focus for learning (not activity)Teacher refers back to the LO throughout the lessonUse mini-plenary to reiterate the LO Do we think Kiran has met the learning objective?Pupils able to say what they are learning Good learning objectives?1. Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels 2.To learn to learn the 2, 3, 4 and 5 times tables (KS1 Maths)3.To draw a self-portrait using charcoal. (KS1 Art)4.To plan a fair test to find out which material is the strongest. (KS2 Science)Good learning objectives?5. Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise). 6. To make a vehicle using wood. 7. Measure the perimeter of simple 2-D shapes 8. Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle

Stripping back learning objectives? MuddledTo list what a pet needs to remain healthy

Make it better

Muddled To be able to write instructions to make jelly

Make it better

MuddledTo write a character description of the giant

Make it betterSuccess CriteriaSteps which enable pupils to achieve the LOChildren involved in the process of agreeing the SC.SC are used by the learners to self-evaluate and improve learning during the lesson. Refer to them in the plenary

Example - LiteracyLO: We are learning to write instructions

Remember to:-Include a title-Include a list of things that you need-Include bossy verbs-Make sure your instructions are in the right order

Example - LiteracyLO: We are learning to write a recount

Remember to:Write an opening to say where you went and when;Use time connectives (first, next, then, after, finally)Include some detail about each eventPut the events in orderWrite how you felt about the experience

Example- LiteracyLO: We are learning to write a character description

Remember toDescribe the characters faceDescribe the characters hairDescribe the characters clothesDescribe the characters personalityUse adjectives

Example- LiteracyLO: We are learning to describe a setting in a story

Remember toDescribe what you can seeDescribe what you can hearDescribe what you can smellDescribe what you can feelUse adjectivesUse similes

Example- MathematicsLO: We are learning to partition and recombine

Steps to SuccessExample 24 + 43 = 67Add the tens: 20 + 40 = 60Add the units : 4 + 3 = 7Add the tens and units together: 60 + 7 = 67

Example- MathematicsLO: We are learning to solve word problemsExample: There are 3 children. They share 9 sweets. How many sweets do they each get?

Steps to SuccessUnderline the important parts of the problemDecide whether you need to + - X or Record the calculation Write the answer

LO: To be able to identify odd and even numbers

1. Look at the last digit in the number 2. Draw that number of dots3. If all the dots have a partner the number is even. 4. If there is one dot without a partner the number is odd.

Whole class inputCreative starter hook them inClear modelling against steps to successParticipation all can respond and are engagedNo hands upNo opportunities for learners to be passiveSupport staff have a clearly defined role during the main class input

HooksWhat hooks have you seen to engage children in learning? Lesson StructureConnection activity- prior learning Share LOs / SCIntroduce new learning modelCheck that they understand- checking inApplying the new learning (Time on Task)Plenary

On task and learning Teacher gets the children on task quickly; Children work on tasks enthusiastically;independently and support one another to succeed;Paired workGroup workTeacher avoids over-modelling;

Learning behaviour

PacePace means pace of learning not race! Teaching is sharp and well-paced so that children sustain a good level of engagement and stimulation throughout.

ResourcesShould be high qualityA variety of differentiated scaffolding and supporting materials and resources are used to meet the needs of all pupils. Pupils use the tools for learning in the classroom to help them make further progress e.g. working walls

Working WallsWhat should be on a working wall?

Role in the lessonHigh level teaching continues during task timeTeacher makes adjustments as a result of quick, accurate assessments.Teach children what to do if they need help; Offer support if they are not making progress despite using the tools for learningExtend/ challenge those who need to progress furtherEncourage children to set each other challenges Engagement All learners in the class are interested and engaged, throughout the lessonLearners have had a direct input into setting the context for the learning activity to ensure it meets their interests. Checking on learning Teach: Model/ explain a calculation strategyDo one togetherGive them a calculation and get them to show you how to do it.... Is progress visible? Set them on task Observe them as they work and get them explain to you what they need to do to be successfulCheck on learning in the plenary

ChallengeAre all pupils being challenged?Is the challenge realistic? Can you put in additional challenges during the lesson if they demonstrate that they are meeting the initial challenge? Challenge for the more able? Making Progress VisibleExplain very clearly at the start of a lesson what the prior learning was? Explain what the new learning is. Tell them that they might find this tricky but that means they are learning. Teach themCheck they understand- get them to demonstrate this to youGive them sufficient time to practise the skillCapture progress for the whole class rather than picking out individuals who made progressGet them to demonstrate the new learning in the plenaryDeployment of other adultsAdditional adults have a striking impact on the learning and progress of the children they are working with. Teacher has planned for and resourced the adult effectively. Deployed at every stage of the lesson in supporting learning PlenaryPlenary is used effectively for children to assess own learning against the SC. Teacher sums up by making explicit links to next lesson. Self assess against the SC not how they feel about the lesson.Peer assessment WWWEBIWAGOLL

Learning BehaviourStraight into learning Transitions are handled wellNo wasted timeLearning behaviour does not mean that children should be passiveChildren should be asking questions, managing distractions, demonstrating perseverance, collaborating, noticing

MarkingQuality of marking in booksSpecific praiseGive them a targetGive them time to respond/ act on target- up-levelling own workBuild in a worked example

Pupils know their targetsPupils can talk confidently about how they are meeting their targets. The teacher personalises tasks to enable children to meet their targets.

What prevents progress being as rapid as it could be?Key Stage 1 and 2EYFS1Pupils on carpet or passive at the beginning of lessons for too long with able pupils covering learning they already know Pupils on carpet or passive at the beginning of sessions for too long 2Ineffective teacher questioning usually too many or focusing on recall only Ineffective teacher questioning usually too many or focusing on recall only 3Not taking enough account of the context of the learners Pupils covering work that they already know challenge for more able 4No purposeful reflection of the learning taking place Not enough focus on the prime areas of learning especially oracy 5Ineffective behaviour management Lack of balance across Active Learning; Playing and Exploring and Creating and Thinking Critically 6Lack of subject knowledge (especially in foundation subjects) by the teacher resulting in lack of challenge, especially for more able Observations not likely to shape tomorrows learning 7Ineffective deployment of Teaching Assistants Ineffective deployment of other adults, particularly Teaching Assistants 8Lack of engagement of pupils Lack of engagement of pupils 9No system in place for pupils to respond to the feedback they receive Adult intervention not helping to move the learning on 10Ineffective improvement of pupils basic skills Continuous provision not being enhanced and therefore lacking purpose or direction 3940The first 15 minutes of a lesson 1Are pupils on carpet or passive at the beginning of lessons for too long? Are able pupils covering learning they already know?Are the needs of more able pupils being met at the beginning of lessons?Is the teachers exposition too long or boring?How well have TAs been deployed during this first period?How engaged are the pupils?NOTE: If more able pupils are not being challenged at this stage then outstanding has already disappeared.NOTE: If TAs are not appropriately deployed and more able not appropriately challenged then probably good has also disappeared.41Lesson structure 1Class come in Teacher-led session takes place. Objectives are shared. Children sit together for input Individual tasks set. Work is monitored. Guided group and small group work Teacher gathers groups together to look at learning that has taken place. Plenary Session ends 42Lesson structure 2Class come in Teacher-led session takes place. Objectives are shared. Children sit together for warm up activity and/or input.Guided group and small group work Individual tasks set. Work is monitored. Individual tasks set. Work is monitored. Teacher gathers groups together to look at learning that has taken place. (plenary) Session ends43Lesson structure 3Class come in One group sit down to complete a challenge independently. One group sit down to complete a challenge with TA. Teacher led session takes place for relevant groups. Teacher works with HA introducing new concept. Once understood, rest of this session and much of next session, will be spent working independently. Individual tasks set. Work is monitored. Further teacher led session takes place. Session ends 44Things to considerWhat structures do you use presently?

How is the teaching and learning going to change in your classroom?

What are the barriers to this? How can you overcome these?45Lesson observationsLesson observations focus on progress in a lesson.

Be very clear about where this progress takes place and change the parts of your lesson where it does not take place.

Take particular care in the first 15 mins of your lesson.

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