Expectation

Learning Intentions and Success Criteria – every lesson

▫ Up on board, explained/discussed ▫ Success criteria are referred to

throughout the lesson as they are achieved and at end of lesson

▫ Success criteria should be measurable by the students, so that they can decide for themselves how they have gone.

What I saw On the board and referred to several times in the lesson.

My Comments Nice work! Consider also starting the lesson with an explicit explanation of the LIs and SC. This is a strong way to begin. You can finish your lesson by asking students if they believe that they have met the success criteria.

3 Storey Intellect – every lesson ▫ Talk about the level of thinking

required in the activities you get the students to do

▫ Metacognition/meta-learning, Relate the level of thinking to:

▫ How hard it feels to do the activity (how much they are thinking)

▫ How much they are learning (learning more as they are thinking more)

▫ Achieved (= gathering), Merit (= processing) & Excellence (applying) levels of achievement

Students are asked to find a definition for the Arab Spring. You explain that they need to process the information and come up with their own answer.

This is a good start. Consider asking the students what kind of activity searching on the internet is to reinforce the different levels of thinking.

Graphic Organisers – as relevant Used to order student’s thinking and to push the level of thinking done by a student to a higher level. The organisers we’re concentrating on are:

▫ Describe (gathering level)

▫ Compare and Contrast (Processing)

▫ Evaluate (applying) You can of course use any of the other graphic organisers. Some apps could be considered to be graphic organisers.

You explained the importance of keeping information organised by using Google Drive, Dropbox etc.

This is important, well done ⭐ ️ .

Manaaki – as relevant but most lessons Respect for yourself, others and the environment. This can take many forms and pops up often. Use the word Manaaki.

Not relevant.

Name: James Appleby Date: 18.2.15 Class: Yr 12 Social Studies Period: 3

Quality of your feedback/feedforward – as often as possible Put your energy into this. Try to structure your lessons so that you are able to give quality feedback and guidance on how to improve (feedforward) to your students. These means structuring the lesson activities so that you are not up front the whole time and so are free to move about the room giving feedback. You could encourage able kids in the class to help other kids by pairing up with someone who needs a bit of help, kids will often do this informally. This will also take the pressure off your time moving about around the class.

You did spend a lot of time at the front of the class.

Consider different ways of getting students to have more input in the lesson. For example: 🔸 a google doc that everyone adds relevant website URLs to. This could be projected so that it is a live document that everyone can see. 🔸 Having groups read and then tell the class what the new standard is about 🔸 Group discussion before feeding back to class.

Lesson Structure – always The lesson should be filled with purpose and have no ‘dead’ time. For example, when you are doing the roll, the kids have something to work on, transitions between different phases of the lesson are seamless. There should be a clear beginning, middle and end to your lesson! Beginning: review/starter activity/introduction (some of these) + discuss learning intentions and success criteria Middle: this is the main body of the lesson. End: review what has been achieved, refer to success criteria and learning intentions.

Beginning 1. A class discussion of girls underage drinking. Middle 1. Students download a

workbook. 2. You introduce the

new topic. 3. A task is introduced

and you explain the importance of using reliable websites.

4. As the class work you give them tips on internet searches.

End

Beginning 1. Your responses to

each student's answer was positive and affirming. This helps to create a positive and safe environment.

2. Consider asking students to close their devices while you have the discussion - unless they are needed.

Middle 2. Consider getting the students to read a section each and then telling the class. Then give them time to ask questions. 4. The class are focused and on task. 👍 End