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Outstanding Learning Without The Spoon Fed Culture

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Page 1: Jim Smith Twilight 19.2.2013

Outstanding Learning Without The Spoon Fed Culture

Hands Up - Ping Pong

Biography In Words

(created on wordlecom)

thelazyteacher

2010 Budget Speech

2010 Budget Speech

2012 Budget Speech

Autumn Statement

Conference Speech

Conference Speech

OCR GCSE Music

AS Geog Exam Spec

How Many Ways Can Youhellip

As Socrates Saidhellip

ldquoI cannot teach anybody anything I can only make them

thinkrdquo

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Big Picture

wwwbbccouknews

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 2: Jim Smith Twilight 19.2.2013

Hands Up - Ping Pong

Biography In Words

(created on wordlecom)

thelazyteacher

2010 Budget Speech

2010 Budget Speech

2012 Budget Speech

Autumn Statement

Conference Speech

Conference Speech

OCR GCSE Music

AS Geog Exam Spec

How Many Ways Can Youhellip

As Socrates Saidhellip

ldquoI cannot teach anybody anything I can only make them

thinkrdquo

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Big Picture

wwwbbccouknews

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 3: Jim Smith Twilight 19.2.2013

Biography In Words

(created on wordlecom)

thelazyteacher

2010 Budget Speech

2010 Budget Speech

2012 Budget Speech

Autumn Statement

Conference Speech

Conference Speech

OCR GCSE Music

AS Geog Exam Spec

How Many Ways Can Youhellip

As Socrates Saidhellip

ldquoI cannot teach anybody anything I can only make them

thinkrdquo

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Big Picture

wwwbbccouknews

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 4: Jim Smith Twilight 19.2.2013

2010 Budget Speech

2010 Budget Speech

2012 Budget Speech

Autumn Statement

Conference Speech

Conference Speech

OCR GCSE Music

AS Geog Exam Spec

How Many Ways Can Youhellip

As Socrates Saidhellip

ldquoI cannot teach anybody anything I can only make them

thinkrdquo

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Big Picture

wwwbbccouknews

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 5: Jim Smith Twilight 19.2.2013

2010 Budget Speech

2012 Budget Speech

Autumn Statement

Conference Speech

Conference Speech

OCR GCSE Music

AS Geog Exam Spec

How Many Ways Can Youhellip

As Socrates Saidhellip

ldquoI cannot teach anybody anything I can only make them

thinkrdquo

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Big Picture

wwwbbccouknews

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 6: Jim Smith Twilight 19.2.2013

2012 Budget Speech

Autumn Statement

Conference Speech

Conference Speech

OCR GCSE Music

AS Geog Exam Spec

How Many Ways Can Youhellip

As Socrates Saidhellip

ldquoI cannot teach anybody anything I can only make them

thinkrdquo

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Big Picture

wwwbbccouknews

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 7: Jim Smith Twilight 19.2.2013

Autumn Statement

Conference Speech

Conference Speech

OCR GCSE Music

AS Geog Exam Spec

How Many Ways Can Youhellip

As Socrates Saidhellip

ldquoI cannot teach anybody anything I can only make them

thinkrdquo

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Big Picture

wwwbbccouknews

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 8: Jim Smith Twilight 19.2.2013

Conference Speech

Conference Speech

OCR GCSE Music

AS Geog Exam Spec

How Many Ways Can Youhellip

As Socrates Saidhellip

ldquoI cannot teach anybody anything I can only make them

thinkrdquo

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Big Picture

wwwbbccouknews

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 9: Jim Smith Twilight 19.2.2013

Conference Speech

OCR GCSE Music

AS Geog Exam Spec

How Many Ways Can Youhellip

As Socrates Saidhellip

ldquoI cannot teach anybody anything I can only make them

thinkrdquo

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Big Picture

wwwbbccouknews

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 10: Jim Smith Twilight 19.2.2013

OCR GCSE Music

AS Geog Exam Spec

How Many Ways Can Youhellip

As Socrates Saidhellip

ldquoI cannot teach anybody anything I can only make them

thinkrdquo

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Big Picture

wwwbbccouknews

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 11: Jim Smith Twilight 19.2.2013

AS Geog Exam Spec

How Many Ways Can Youhellip

As Socrates Saidhellip

ldquoI cannot teach anybody anything I can only make them

thinkrdquo

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Big Picture

wwwbbccouknews

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 12: Jim Smith Twilight 19.2.2013

How Many Ways Can Youhellip

As Socrates Saidhellip

ldquoI cannot teach anybody anything I can only make them

thinkrdquo

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Big Picture

wwwbbccouknews

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 13: Jim Smith Twilight 19.2.2013

As Socrates Saidhellip

ldquoI cannot teach anybody anything I can only make them

thinkrdquo

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Big Picture

wwwbbccouknews

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 14: Jim Smith Twilight 19.2.2013

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Big Picture

wwwbbccouknews

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 15: Jim Smith Twilight 19.2.2013

Big Picture

wwwbbccouknews

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 16: Jim Smith Twilight 19.2.2013

wwwbbccouknews

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 17: Jim Smith Twilight 19.2.2013

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 18: Jim Smith Twilight 19.2.2013

Learning

Teaching

The Big Theory

Individuals Who Can Think Be Creative

And Get Others Engaged

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 19: Jim Smith Twilight 19.2.2013

The Big Theory

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 20: Jim Smith Twilight 19.2.2013

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 21: Jim Smith Twilight 19.2.2013

Make Me Happy

Mean Uppity Grumble Stubborn Happy

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 22: Jim Smith Twilight 19.2.2013

Make Me Happy

Mean Uppity Grumble Stubborn Happy

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 23: Jim Smith Twilight 19.2.2013

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 24: Jim Smith Twilight 19.2.2013

How Many Things Do You Have

In Common With The People

In Your Group

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 25: Jim Smith Twilight 19.2.2013

How Many Things Do You Have

In Common With The People

In Your Group

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 26: Jim Smith Twilight 19.2.2013

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 27: Jim Smith Twilight 19.2.2013

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 28: Jim Smith Twilight 19.2.2013

Custodians Of

Learning

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 29: Jim Smith Twilight 19.2.2013

Custodians Of Learning

The Students

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 30: Jim Smith Twilight 19.2.2013

2Inspire

Donrsquot think in boxes Business of Learning 2008

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 31: Jim Smith Twilight 19.2.2013

2Inspire

Donrsquot think in boxes Business of Learning 2008

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 32: Jim Smith Twilight 19.2.2013

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 33: Jim Smith Twilight 19.2.2013

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 34: Jim Smith Twilight 19.2.2013

Donrsquot think in boxes

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 35: Jim Smith Twilight 19.2.2013

Donrsquot think in boxes

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 36: Jim Smith Twilight 19.2.2013

We to wipe the slate clean

need

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 37: Jim Smith Twilight 19.2.2013

and revolutionize learning

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 38: Jim Smith Twilight 19.2.2013

Donrsquot think in boxes

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 39: Jim Smith Twilight 19.2.2013

Donrsquot think in boxes

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 40: Jim Smith Twilight 19.2.2013

Donrsquot think in boxes

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 41: Jim Smith Twilight 19.2.2013

bull Donrsquot think in boxes

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 42: Jim Smith Twilight 19.2.2013

We need to

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 43: Jim Smith Twilight 19.2.2013

Become

INVOLVED

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 44: Jim Smith Twilight 19.2.2013

Become

ENGAGED

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 45: Jim Smith Twilight 19.2.2013

Become INDEPENDENT

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 46: Jim Smith Twilight 19.2.2013

Learning is discovering NEW

skills

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 47: Jim Smith Twilight 19.2.2013

Learning is discovering NEW

knowledge

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 48: Jim Smith Twilight 19.2.2013

Learning can be different

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 49: Jim Smith Twilight 19.2.2013

Corinna Anna

Hannah Emma Emma Dave

Abbey Steph Joel Ben

Mark Zoe

12 individuals

10 different schools

1 message

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 50: Jim Smith Twilight 19.2.2013

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 51: Jim Smith Twilight 19.2.2013

2Inspire

Donrsquot think in boxesBusiness of Learning 2008

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 52: Jim Smith Twilight 19.2.2013

What Are Your Students Trying To Tell You ndash But You

Canrsquot Hear

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 53: Jim Smith Twilight 19.2.2013

Custodian Of

Learning Who Have I

Omitted

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 54: Jim Smith Twilight 19.2.2013

Custodian Of

Learning You

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 55: Jim Smith Twilight 19.2.2013

McKinsey Report (2007)

lsquoThe quality of any education system cannot exceed the quality of its

teachersrsquo

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 56: Jim Smith Twilight 19.2.2013

Teachers Make A Difference

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 57: Jim Smith Twilight 19.2.2013

Teachers Make A Difference

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 58: Jim Smith Twilight 19.2.2013

Choose A Number

Choose A Letter

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 59: Jim Smith Twilight 19.2.2013

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

After Break

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 60: Jim Smith Twilight 19.2.2013

Choose A Number

Choose A Letter

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 61: Jim Smith Twilight 19.2.2013

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 62: Jim Smith Twilight 19.2.2013

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 63: Jim Smith Twilight 19.2.2013

Outstanding Learning Without The Spoon Fed Culture

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 64: Jim Smith Twilight 19.2.2013

The Big Picture

bull Why Do We Need To Be Lazy

Break

bull The Lazy Way In Action

bull Closing Thoughts

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 65: Jim Smith Twilight 19.2.2013

For You To Secure

Outstanding Learning

In Your Lessons

Outcome

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 66: Jim Smith Twilight 19.2.2013

Stop Teaching (Be Lazy)

Start Observing (Let Them Be Independent)

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 67: Jim Smith Twilight 19.2.2013

The Lazy Way An Independent

Learning Structure

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 68: Jim Smith Twilight 19.2.2013

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 69: Jim Smith Twilight 19.2.2013

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 70: Jim Smith Twilight 19.2.2013

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior

learning

The Independent Lesson

studentrsquos physical and mental state is prepared for learning

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 71: Jim Smith Twilight 19.2.2013

Lazy Starters ndash Whatrsquos The Question

Answer - Once with a fish But What Is The Question

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 72: Jim Smith Twilight 19.2.2013

Students Engaged

How many things can

be used for

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 73: Jim Smith Twilight 19.2.2013

Lazy Starters

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 74: Jim Smith Twilight 19.2.2013

Lazy Starters Do Crabs Think Humans

Walk Sideways

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 75: Jim Smith Twilight 19.2.2013

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 76: Jim Smith Twilight 19.2.2013

Lazy Starters Where is thehellip in this

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 77: Jim Smith Twilight 19.2.2013

Lazy Starters Where is thehellip in this

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 78: Jim Smith Twilight 19.2.2013

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 79: Jim Smith Twilight 19.2.2013

Lazy Starters

If Today Was Ahellip It Would Be Ahellip

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 80: Jim Smith Twilight 19.2.2013

Lazy Starters

Top TENuous Links Tohellip

Andy Leanndash Marlowe Academy

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 81: Jim Smith Twilight 19.2.2013

Lazy Starters

Forrest Gumps

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 82: Jim Smith Twilight 19.2.2013

Prove It

Light bulbs suck in dark as

opposed to give off light

Lazy Starters

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 83: Jim Smith Twilight 19.2.2013

Lazy Starters

What Ifshellip

Rubbish Bins Gave You a pound1 For

Every Sack Of Rubbish

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 84: Jim Smith Twilight 19.2.2013

Lazy Starters

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 85: Jim Smith Twilight 19.2.2013

Lazy Starters -

Speed Draw

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 86: Jim Smith Twilight 19.2.2013

Lazy Starters -

Would You Ratherhellip

Have Foil Teeth

Or

Feather Fingers

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 87: Jim Smith Twilight 19.2.2013

Basil Brush vs Michael Gove

Lazy Starters ndash Who Would Win In A Fighthellip

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 88: Jim Smith Twilight 19.2.2013

Lazy Starters ndash Top 5 Most Important hellip

Saw Drill

Plane Screwdriver

Hammer

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 89: Jim Smith Twilight 19.2.2013

Lazy Starters Top 5hellip

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 90: Jim Smith Twilight 19.2.2013

Lazy Starters Top 5hellip

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 91: Jim Smith Twilight 19.2.2013

Lazy Starters

Same Answer

Different Version

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 92: Jim Smith Twilight 19.2.2013

Lazy Starters

Odd One Out

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 93: Jim Smith Twilight 19.2.2013

Lazy Starters ndash Degrees Of Separation

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 94: Jim Smith Twilight 19.2.2013

bull What do you know

bull What do you want to know

bull How are you going to find out

Lazy Starters ndash Know What You Donrsquot Know

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 95: Jim Smith Twilight 19.2.2013

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 96: Jim Smith Twilight 19.2.2013

httphowbigreallycom

Lazy Starters

What About Here

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 97: Jim Smith Twilight 19.2.2013

httphowbigreallycom

Lazy Starters

What About Here

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 98: Jim Smith Twilight 19.2.2013

Students Engaged Whatrsquos The Story

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 99: Jim Smith Twilight 19.2.2013

Students Engaged Captions

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 100: Jim Smith Twilight 19.2.2013

Students Engaged Most Useful

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 101: Jim Smith Twilight 19.2.2013

Lazy Starters They Think ndash You Talk

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 102: Jim Smith Twilight 19.2.2013

copy Jim Smith

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 103: Jim Smith Twilight 19.2.2013

copy Jim Smith

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 104: Jim Smith Twilight 19.2.2013

copy Jim Smith

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 105: Jim Smith Twilight 19.2.2013

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 106: Jim Smith Twilight 19.2.2013

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to

describehellipexplainhellipcreatehellip

The Independent Lesson

Outcomes are written explicitly

shared with students and re-visited throughout the lesson

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 107: Jim Smith Twilight 19.2.2013

Outc

om

e S

pectr

um

Student Led Discovery

Teacher Led Didactic

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 108: Jim Smith Twilight 19.2.2013

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 109: Jim Smith Twilight 19.2.2013

New Learning Task Introduction

Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable self peer

and teacher assessment

The Independent Lesson The purpose of

a task is linked to outcomes This is communicated to the students

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 110: Jim Smith Twilight 19.2.2013

Creative Learning

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 111: Jim Smith Twilight 19.2.2013

Creative Learning

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 112: Jim Smith Twilight 19.2.2013

Creative Learning

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 113: Jim Smith Twilight 19.2.2013

Creative Learning

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 114: Jim Smith Twilight 19.2.2013

1st Check

2nd Check

3rd Check

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 115: Jim Smith Twilight 19.2.2013

wwwfullonlearningcom

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 116: Jim Smith Twilight 19.2.2013

Encourage conjecture

What would happen ifhellip

If you did (x) what do you think would happen amp why

What do you think the intention of (x) is

What if you altered (x) things in the process product

What is likely to go wrong if you did (x)

What patterns that you can see

In what ways can you predict what happens next

What do you think the final part of this will be

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 117: Jim Smith Twilight 19.2.2013

Make connections bull bull How does this relate to bull Why do you think it is like this bull What else have we learnt today that is similar to this bull What ideas have we already had about this problem bull What is this similar to bull Are there any other ways to solve this bull What do you need to know to be able to complete the next

step bull What does this relate to in the wider world other subjects

previous topics bull Whatrsquos the next step in the process

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 118: Jim Smith Twilight 19.2.2013

Content

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 119: Jim Smith Twilight 19.2.2013

Pass The Content On

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 120: Jim Smith Twilight 19.2.2013

Rainbow The Content

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 121: Jim Smith Twilight 19.2.2013

Drip Drip Content

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 122: Jim Smith Twilight 19.2.2013

Spelling Writing - Short amp long sentences - Start with _ed _ing _ly words - Vary connectives as although while despite

Reading Skim for an overview

Scan for key points

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 123: Jim Smith Twilight 19.2.2013

Reading

Skim for an overview

Scan for key points

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 124: Jim Smith Twilight 19.2.2013

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 125: Jim Smith Twilight 19.2.2013

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Independent Lesson All

students are engaged with lsquolow access ndash high challengersquo tasks

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 126: Jim Smith Twilight 19.2.2013

Stuck Menu

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 127: Jim Smith Twilight 19.2.2013

3B4ME

You Need To

Choose 3

Strategies

From The

lsquoStuck Menursquo

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 128: Jim Smith Twilight 19.2.2013

Unlock with languagehellip

Stuck Menu

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 129: Jim Smith Twilight 19.2.2013

Unlock With Languagehellip

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 130: Jim Smith Twilight 19.2.2013

OK do something different

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 131: Jim Smith Twilight 19.2.2013

If I gave you a pound1million to be unstuck

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 132: Jim Smith Twilight 19.2.2013

Imagine you were someone who was not stuck

what would they do

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 133: Jim Smith Twilight 19.2.2013

Give me something to work with

Jamie Potter ndash Marlowe Academy

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 134: Jim Smith Twilight 19.2.2013

What could you do to help yourself

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 135: Jim Smith Twilight 19.2.2013

Choose someone other than me as Irsquove had a go

and clearly failed

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 136: Jim Smith Twilight 19.2.2013

What did you do last time you were stuck

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 137: Jim Smith Twilight 19.2.2013

ldquoThe Billy Oceanrdquo

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 138: Jim Smith Twilight 19.2.2013

Brilliant now the real learning begins ndash I look forward to

seeing what YOU do

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 139: Jim Smith Twilight 19.2.2013

Come up with the answer then work rdquo

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 140: Jim Smith Twilight 19.2.2013

What have you forgotten to do

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 141: Jim Smith Twilight 19.2.2013

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 142: Jim Smith Twilight 19.2.2013

Create Thinking Opportunities

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 143: Jim Smith Twilight 19.2.2013

Email God Ask Elvishellip

God emailing

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 144: Jim Smith Twilight 19.2.2013

Differentiate It Yourself

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 145: Jim Smith Twilight 19.2.2013

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 146: Jim Smith Twilight 19.2.2013

Record why you are stuck and what you have tried in

your diary and move on

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 147: Jim Smith Twilight 19.2.2013

Unlock with language

Can I Help

Record It And Move On

Q+A Board

Previous work

247 On-Line Support

What Would You Do

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 148: Jim Smith Twilight 19.2.2013

wwwmindmeistercom

wwwwallwishercom

Promote 247 Collaboration

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 149: Jim Smith Twilight 19.2.2013

Student Tutorials Ltd

Promote 247 Collaboration

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 150: Jim Smith Twilight 19.2.2013

Unlock with language

Thinking Opportunities

Record It And Move On

And Finallyhellip Previous audio video work

247 Collaboration

Set Up Peer Support

What Would You Do

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 151: Jim Smith Twilight 19.2.2013

Enjoy It

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 152: Jim Smith Twilight 19.2.2013

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 153: Jim Smith Twilight 19.2.2013

Learning Plenary

Discuss challenge and explore outcomes

Review outcomes that have been achieved

The Independent Lesson

features multi-plenary

opportunities engaging the students

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 154: Jim Smith Twilight 19.2.2013

Primacy and Recency

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 155: Jim Smith Twilight 19.2.2013

Learning Plenary

P

rogr

ess

Pro

gre

ss

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 156: Jim Smith Twilight 19.2.2013

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 157: Jim Smith Twilight 19.2.2013

What are you currently thinking about

Has any of the lesson so far been about you

What connections have you made

How do you feel about the lesson

How have you got involved in the lesson

What should you do to further your thinking

What breakthroughs have you made

What do you want to know more about

(c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 158: Jim Smith Twilight 19.2.2013

How are you going to remember this learning

What is the key aspect you will

remember from this lesson

What has this lesson reminded you of

Which senses were most important

What did you learn that you didnrsquot know before

What have you learnt that could

be useful elsewhere

What have you learned elsewhere that is like this

How will you apply what you have learnt (c) Paul Bytheway 2007

What do you want to learn today

What skills do you have that could be useful this lesson

What might hinder your thinking

When have you had to think like this before

What have you learnt that is similar

What do you already know

that might be useful

What are the signposts to your learning

(must should could)

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 159: Jim Smith Twilight 19.2.2013

I Love New Learning

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 160: Jim Smith Twilight 19.2.2013

Create Another Question

For Our Exam Quiz

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 161: Jim Smith Twilight 19.2.2013

SPEAKER explains the topic or expresses

their opinion on an issue

ASSESSOR observes this process

and provides feedback

QUESTIONER listens carefully and asks for clarification

or further detail

3 Way

Talking

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 162: Jim Smith Twilight 19.2.2013

Example Original Sentence

The Second World War started in 1939

Stretch It The Second World War which occurred between

1939 and 1945 started when the Germans invade

Poland and Britain declared war on Germany

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 163: Jim Smith Twilight 19.2.2013

Silent Debate

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 164: Jim Smith Twilight 19.2.2013

Learning Tree

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 165: Jim Smith Twilight 19.2.2013

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

The Lesson All students are

engaged with lsquolow access ndash high challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

The Lesson features multi-plenary

opportunities engaging the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

The Lesson Outcomes are

written explicitly shared with

students and re-visited throughout the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

The Lesson The purpose of a task

is linked to outcomes This is communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

The Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

The Lesson students are aware of where their learning may go

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 166: Jim Smith Twilight 19.2.2013

Lesson End Re-visit BIG PICTURE

Preview future learning

The Independent Lesson

students are aware of where

their learning may go

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 167: Jim Smith Twilight 19.2.2013

Why will they want to come back to learn with you

The

Finish

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 168: Jim Smith Twilight 19.2.2013

The

Finish

Why will they want to come back to learn with you

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 169: Jim Smith Twilight 19.2.2013

Answer Golden Question

Open mystery box

Choose the music

Be the teacher eg run the lsquostarterrsquo

Find out an answer to THEIR question

Why will they want to come back to learn with you

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 170: Jim Smith Twilight 19.2.2013

Learning Development

Students work on task with strategies in

place to avoid dependence on teacher

Independent Lesson All students are

engaged with lsquolow access ndash high

challengersquo tasks

Learning Plenary

Discuss challenge and explore lesson

outcomes

Review outcomes that have been

achieved

Independent Lesson features multi-

plenary opportunities engaging

the students

Outcome Focused Delivery Language used relates to what is

expected at the end of the learning

to be able to describehellipexplainhellipcreatehellip

Independent Lesson Outcomes are

written explicitly shared with

students and re-visited throughout

the lesson

New Learning Task Introduction Teacher input to facilitate learning with

VAK and Multiple Intelligences

Establish assessment criteria to enable

self peer and teacher assessment

Independent Lesson The purpose of

a task is linked to outcomes This is

communicated to the students

Lesson Starter energising yet sometimes settling

Use BIG PICTURE and review prior learning

Independent Lesson studentrsquos physical and mental state is prepared for learning

Lesson End Re-visit BIG PICTURE

Preview future learning

Independent Lesson students are aware

of where their learning may go

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 171: Jim Smith Twilight 19.2.2013

Your Next Steps

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 172: Jim Smith Twilight 19.2.2013

If not me then who

If not now then when

Your Next Steps

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 173: Jim Smith Twilight 19.2.2013

Your Next Steps

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 174: Jim Smith Twilight 19.2.2013

Think Pair

Square Share

Progress Paparazzi

Imagine You Were Not Stuck

5-3-1 Whatrsquos

The Question

Odd One Out

Top 5 Who

Would Win In A

Fight

How Many Things Can

EWAP Learning

Forrest Gump

Thunks 60 Seconds

Offered Choice

DIRTY Time

Quiz Generator

Tutor Mentoring

Silent Debate

X-Factor Voice

KEEP GROW

CHANGE

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 175: Jim Smith Twilight 19.2.2013

Think Pair

Square Share

Imagine You Were Not Stuck

5-3-1

Top 5 EWAP Learning

Forrest Gump

Thunks DIRTY Time

Quiz Generator

Silent Debate

KEEP GROW

CHANGE

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 176: Jim Smith Twilight 19.2.2013

Royal Endorsement

ldquoIts all to do with the

training you can do a

lot if youre properly

trainedrdquo

Queen Elizabeth II

6 Feb 1992

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 177: Jim Smith Twilight 19.2.2013

As Socrates Said (Again)hellip

ldquoI cannot teach

anybody anything I

can only make them

thinkrdquo

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 178: Jim Smith Twilight 19.2.2013

Outstanding Learning Without The Spoon Fed Culture

Outstanding Learning Without The Spoon Fed Culture

Page 179: Jim Smith Twilight 19.2.2013

Outstanding Learning Without The Spoon Fed Culture


Twilight - Book 1 (twilight series)

15 - Twilight

Twilight Edward

Twilight Quiz

Toroni twilight

Dialog Twilight

TWILIGHT FOOTBALL

Twilight ( English )

Twilight Summary

Twilight - Revised

TWILIGHT: GODS

Celtic Twilight

Twilight Years

STEPHENIE MEYER TWILIGHT (Twilight, 2005) · 2019. 6. 9. · STEPHENIE MEYER TWILIGHT (Twilight, 2005) A mia sorella Emily, senza il cui entusiasmo questa storia sarebbe rimasta incompiuta

Twilight series book 1 - twilight

Twilight - Hillsdale Golf · 7 jours après 14h30 Twilight. 7 days after 2:30 p.m. () Twilight. 1953 Hillsdale

Twilight Lyrics

MP3 Collection 21 Twilight 86 Onyx 22-a Onyx 22-b …members.home.nl/jangino/dvd.pdf7001 Twilight 76 7002 Twilight 77 7003 Twilight 78 7004 Twilight 79 7005 Twilight 80 7006 Power

FFE- Twilight: 2013 3rd Edition - Far Future CDROM Twilight version 2013.pdf · Twilight: 2013 Twilight: 2013 is the third edition of Twilight: 2000, designed and published by 93

TWILIGHT FOOD FESTIVAL TWILIGHT FOOD FESTIVAL FOOD TRUCKS …

Twilight Fanfiction

Twilight Design

Cinkarna TiO2 SLO PRESS.indd 1 19.2.2013 13:50:43...Nanotehnologija in TiO 2 Cinkarna_TiO2_SLO_PRESS.indd 10 19.2.2013 13:53:09 11 Nanotehnologija je področje tehnologij, kjer kot

Twilight trailer

1 twilight

Twilight presentation

Twilight - silvascreengroup.comsilvascreengroup.com/twilight/SILCD1380-Twilight-Booklet.pdf · Twilight 01 Edward At Her Bed ... to Bella on the piano was re-shot ... of Dreamgirls,

Twilight Portal - Windham Fabrics › images › project › Twilight...Twilight Portal Featuring the Twilight Collection by Whistler Studios ... Please Note: Quilt Image shown is

Twilight+1+ +twilight

Twilight Training

Dark twilight

Neux Twilight

SunTwilight | Sun Twilight Villas | Sunrise Twilight | Greater Noida

BellasLullaby - Twilight

Twilight Script