What are the core components of great teaching?

1. Clear purpose or learning intention

2. Very clear steps to success or success

criteria3. Great modeling and

scaffolding of expectations

4. Learning has to be challenging

5. Lots of opportunities for

active discussion and feedback

6. Learning is active with multiple

opportunities to master excellence

PRACTICE ZONE

LEARNING ZONE

Subconscious Ability

Current Ability

Potential Ability

Simply hitting a bucket of balls is not deliberate practice, which is why most golfers don’t get better. Hitting an eight-iron 300 times with a goal of leaving the ball within 20 feet of the pin 80 percent of the time, continually observing results and making appropriate adjustments, and doing that for hours every day – that’s deliberate practice.”

Geoff Colvin, ‘What It takes to be Great’

FEEDBACKThe most powerful single

modification that enhances achievement is feedback. The

simplest prescription for improving education must be

‘dollops of feedback’Prof John Hattie, University of Auckland,

Influences on Student Learning

Link to Feedback Marking Policy

Review of pupil progress and attainment

“What are our challenges?”

Review of pupil progress and attainment

“What are our challenges?”

Target setting for individual

pupils “Where do pupils need

to be?”

Target setting for individual

pupils “Where do pupils need

to be?”

Mapping of provision for

pupils based on individual

needs. “How will they

get there?”

Mapping of provision for

pupils based on individual

needs. “How will they

get there?”

Monitoring of pupil progress and ongoing

adjustment of planning / provision

“What else could we do?”

Monitoring of pupil progress and ongoing

adjustment of planning / provision

“What else could we do?”

Assessment activity to measure

progress over given time

“How well are we doing?”

Assessment activity to measure

progress over given time

“How well are we doing?”

Autumn 1

Autumn 2

Spring 1 Spring 2 Summer 1

Summer 2

Training for staff in setting progression targets

Numerical targets and progress targets set for all pupils

Review of standards with Improvement Partner

Target setting shared with LA and Improvement Partner

Assessments / tasks and internal moderation

Review of interventions and provision map

Progress Review Meetings for identified cohorts / pupils

Raise Online – Report to Governors

Assessment predictions to LA / SIP / Governors

Progress Review Meetings

Pupil / Parent Conferences to share targets and review progress

Review of pupil progress and standards across school involving all school leaders

Review of interventions and provision map

Assessments / tasks and internal moderation

Progress Review Meetings

Review of pupil progress and standards across school involving all school leaders

Review of interventions and provision map

Progress Review Meetings

Updated assessment predictions to LA / SIP / Governors

Progress Review Meetings for identified cohorts / pupils

SATS / Assessment Tasks

Moderation of FSP / KS1 / Optional Data

Phonics Assessments begin

Data Analysis and whole school moderation of standards

Review of interventions and pupil progress / standards involving all school leaders

Provision Mapping

Pupil / Parent Conferences

Annual reports to parents

End FS2 1-3 points

4-5 points

6/7 points 8 points 9 points

Beg Y1 Towards LW

Secure LW L1c L1b L1a

End Y1 1c 1b 1a 2c 2b

End Y2 2c 2b 2a 3c 3b

End Y3 2a 3c 3b 3a 4c

End Y4 3b 3a 4c 4b 4a

End Y5 4c 4b 4a 5c 5b

End Y6 4a 5c 5b 6c L6

Progress from KS1 to

KS2

16 APS points

16 APS points

16 APS points

18 APS points

18 points APS

Levels of Progress

from KS1 to KS2

2 levels 3 levels 3 levels 3 levels 3 levels

1. Clear purpose or learning intention2. Very clear steps to success or success criteria3. Great modeling and scaffolding of expectations4. Learning has to be challenging5. Lots of opportunities for active discussion and feedback6. Learning is active

PLANNING FORMATlearning objective

To use knowledge of inverse operations

context

•addition and subtraction•multiplication and division

success criteria•To switch numbers in number

sentence•To switch addition to subtraction

and / or multipicaton to division•To check that answers make sense

using a calculator if appropriate•To explain thinking using rules if

possibleTeaching sequence inc. key questions and timings

What could missing number in sentence be? 1.2 + ? = 9.1 How do we know? What about ? x 15 = 18 What are the rules for this operation? (5 mins) Model and demonstrate with more examples (5 mins) Ask pupils to feedback in pairs (5 mins) Would these be written or mental strategies? Model solving word problem discuss strategies and sequences of problem solving. (10 mins)

independent activitiessen - (L2a) TA FOCUS

GPWhat is the difference

between 199 and 403... build up to a bottle holds 1 ltr of lemonade. Sam fills 5 glasses of 150 ml each. How much left?

la - (L3c - 3b) TEACHER FOCUS GP Would you use? activity 23.5 x ? = 176.25

How many cartons of juice costing 30p each can I buy for £2

ma - (L3a-4c)If 7 x 8 = 56 what is 0.07 x 8? Give other decimal facts that are linked to this multiplication fact. Pupils to feed back in plenary

ha - (L4b+)Pupils solve place value spider diagram problem and develop rules to test: 0.4-:-0.1=4 400x0.01=4 40x0.1=4 4000-:-1000=4

Plenary

Would you use a written or mental method to solve the following problem? 25.5 x 176.25? Explain your thinking

Pupils feed back from L3a-4c group

http://robert1971.phanfare.com/examplesoflearning

http://robcarpenter1971.tumblr.co

m

@carpenter_rob