What Does Outstanding Teaching Look Like?

25-06-13

Teaching – star awards

• Miss Prothero

• Miss Elliot

• Miss Hood

• Mrs Ringrose

• Mr Widdowson

• Mrs Owen

Only 18 teachers have been

formally ‘struck off’ in the last 40

years. I’m confident I was taught

by six of them.

Making a difference

• Effects size analysis

• John Hattie (www.arts.auckland.ac.nz/edu/staff/jhattie/Inaugural.html)

• Analysis of 180,000 studies

• 50,000,000 students

Which of the following factors do you think has the biggest impact on student

achievement? • Corrective feedback

• Team teaching

• College finance

• Physical condition of college

• Challenge of goals

• Class size

• Parental involvement

• Ability grouping

• Individualisation

• Peer tutoring

• Reinforcement

• Rewards

The evidence

• Corrective feedback 0.94

• Team teaching 0.06

• College finance 0.12

• Physical condition of college -0.05

• Challenge of goals 0.52

• Class size 0.09

• Parental involvement 0.46

• Ability grouping 0.18

• Individualisation 0.14

• Peer tutoring 0.50

• Reinforcement 1.13

• Rewards 0.37

The evidence in summary

Teaching makes a difference

Outstanding teaching and learning

• Lessons that are consistently good (NOT consistently outstanding lessons)

• There is no one favoured approach

• Not just what goes on in lessons

Ofsted’s Common Inspection Framework

Overall effectiveness

A: Outcomes for learners

B: The quality of teaching, learning and assessment

C: The effectiveness of leadership and management

B: The quality of teaching, learning and assessment

1. Learners benefit from high expectations, engagement, care, support and motivation from staff

2. Staff use their skills and expertise to plan and deliver teaching, learning assessment and support to meet each learner’s needs

3. Staff initially assess starting points and monitor learners’ progress, set challenging tasks, and build on and extend learning for all learners

B: The quality of teaching, learning and assessment

4. Learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning

5. Teaching and learning develop English, mathematics and functional skills support the achievement of learning goals and career aims

6. Appropriate and timely information, advice and guidance supports learning effectively

7. Equality and diversity are promoted through teaching and learning

Things to avoid

• Grand schemes – throw away your scheme of work

• The hopelessly impractical – eg Learning styles

– GNVQ Business – medium sized agri-business

• Inspirational all singing all dancing trainers

• Prescribing one particular approach (however …)

Ten features of a grade one lesson

Highly effective lessons …

• Use time in a highly effective way

• Closely match activities to students’ needs

• Consistently challenge all students, but enable students to meet these challenges

• Inspire students to want to learn more

• Draw effectively on the teacher’s knowledge, expertise and skill

Highly effective lessons …

• Are well prepared, but responsive to unplanned but productive opportunities

• Use resources highly effectively

• Thoroughly check student learning, and use this learning to inform teaching

• Allow students to progress far further than you would expect

• Are worthy of sharing with other people

Outstanding teachers

• Do not always deliver outstanding lessons

• But they do consistently deliver good ones, which are: – Underpinned by high expectations

– Underpinned by a learning culture

– Underpinned by a co-ordinated hinterland of learning

– Shared with and shaped by colleagues

– Developed through reflective practice

Learning from lesson observation

The Thirty-nine Tips

• Multiple equipment stations

• Energiser tasks: Arrival quotations (who, context, why)

• Energiser tasks: Top five bullet points from last week

• Human Biology homework system

• Fanatical 30 second revision tasks

Thirty-nine Tips

• Expectations make a difference

• Late chairs

• Hand-out dispensers

• Dealing with the dominant – the independent adviser

• Dealing with the dominant – post-it notes

• Dealing with the dormant – buzz talks

• First lesson – moving students

The Thirty-nine Tips

• This week’s test

• Ever decreasing essay plans

• Students marking students

• Come on down – using games and gameshows in the classroom: They think its all over, A Question of Sport, Blockbusters, Have I got news for you, Bingo, Dominoes

The Thirty-nine Tips

• Differentiation – jigsaw – History

– French

• Coloured cards

• Course work dummy runs

• Objective setting in course work lessons

• Sharing and reviewing objectives in a lesson

• Turn off your monitors

The Thirty-nine Tips

• Class rota for recap

• What have we learned today?

• Going Cosmopolitan: What kind of … are you?:

• Ranking evidence – the washing line

• Checking learning using mini-white boards, traffic light cards and yes/no cards

The Thirty-nine Tips

• Colour-coded essays– get students to word process and colour code aspects of what they are doing

• Give students ‘content’ paragraphs and get them to write others

• Personation – get in character

• Limit Powerpoint slides to fifteen words