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
Top Related