what implications does this have for ourselves and our pupils?
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What implications does this have for ourselves and our pupils? . TRUE/FALSE?…In an outstanding lesson…. Discuss for 2 mins ……. FALSE. E very single pupil would be on task ALL of the time. All of your teaching must be outstanding. - PowerPoint PPT PresentationTRANSCRIPT
What implications does this have for ourselves and our pupils?
TRUE/FALSE?…In an outstanding lesson….Discuss for 2 mins……
1. Every single pupil would be on task ALL of the time.
2. All of your teaching must be outstanding.
3. In a class of 30 pupils at least 28 pupils will make considerably better progress than might be expected.
4. Learning is more important than teaching.
5. AFL is key to assessing/demonstrating learning taking place and promoting/identifying learning that should follow next
FALSE
FALSE
True
True
True
Not a ‘perfect le
sson’ but
creativity/risk taking leading to
high quality learning
What makes an outstanding lesson?
What are we going to do?
• Develop your understanding of the Ofsted guidelines on ‘Outstanding lessons’
• Analyse part of a lesson against some of those criteria.
• Run through an example of a lesson taught by myself• Consider the implications for your own teaching.
•Ofsted grading criteria sheet – run through - Best fit basis for judgements
If in doubt – learning/progress and evidence for this is deciding factor.
This means ‘pupils doing things’ and ‘pupils assessing themselves/peers’ – to form evidence
97% or aboveClass 30 28/29 pupils
80-96% or aboveClass 30 24-28 pupils
AFL
The 4 P’s for perfection.
PLANNING
PROBLEM SOLVING
PERSONALISED LEARNING
PROGRESS PLANNINGAND AFL.
PLANNING
PERSONALISED LEARNING
PROGRESS PLANNINGAND AFL.
PROBLEM SOLVING
pace
challengeLearning journey
differentiation
Thinking skills
Use of data
Working together
creativity
communication
Success criteriaIndividual progress
mapping
Learning styles
Motivational topics and resources
Planning model e.g. TEEP
Pupil engagement
PLANNING
PERSONALISED LEARNING
PROGRESS PLANNINGAND AFL.
PROBLEM SOLVING
pace
challengeLearning journey
differentiation
Thinking skills
Use of data
Working together
creativity
communication
Success criteriaIndividual progress
mapping
Learning styles
Motivational topics and resources
Planning model e.g. TEEP
Pupil engagement
So where are we now in terms of grading?Think about the best lesson you have taught…Discuss for 3 mins in pairs/groups:• What grade (1,2,3,4) did it get/do you think it
would it have been?• WHY did it get this grade?• Would anyone like to share their ideas?
Planning for success………………
Watch this video clip and use your key aspects sheet to identify as many aspects as you can
• BONO – thinking hats – sheet as an evaluation tool.
• Video clip Dave H at Great Barr – 5mins to 7mins• What key aspects does this focus on?
So lets look at a whole lesson…..
• 8.1 – Cell division observation lesson
TEEP model for planning…
What is the force (newtons) here?• Mile’s fist accelerates at 100 m/s2
• The mass of his fist/arm/shoulder together is 20kg.• What force does he hit with?
Grrrrrrr!!!
Consider a lesson you have taught/are going to teach
• Using the Ofsted criteria and lesson observation sheets and ideas we have looked at.
• How can you ‘plan’ to be outstanding?
• Bullet point/spider diagram ideas you have covering:
- Differentiation – (SEN, personalised learning)- Learning activities (variety, challenge, engaging)- Lesson structure (prepare, present, construct, apply, review)- Assessment for learning
What makes an outstanding lesson?
What are we going to do?
• Develop your understanding of the Ofsted guidelines on ‘Outstanding lessons’
• Analyse part of a lesson/s against those criteria.• Run through an example of a lesson taught by
myself• Consider the implications for your own teaching.
Plan for success but still take risks……………….
Thanks for coming ………..see you in two weeks!