what makes a good lesson jan 06

8/2/2019 What Makes a Good Lesson Jan 06

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What Makes a Good Lesson?

Isle of Wight Partnership


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This booklet should be used as a reference guide and is not

intended to be read from cover to cover (although this might prove

very helpful)

Content

What Ofsted sees as a good lesson

How to plan

A delivery model

Using the Standards


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WHAT OFSTED say MAKES A GOOD LESSON

OutstandingThe lesson is at least good in all or nearly all respects and is exemplary in significant elements, as shown bythe exceptional enjoyment and progress of the learners

Good Most learners make good progress because of the good teaching. Behaviour overall is good and learners arekeen to get on with their work in a secure and friendly environment in which they can thrive. Health and safety is notendangered. Teaching is well informed, confident, engaging and precise. The work is well matched to the full range oflearners needs so that most are suitably challenged. Teaching methods are effectively related to the lesson objectives andthe needs of learners. Teaching assistants and resources are well deployed and good use is made of time. Assessment oflearners work is regular, consistent and makes a good contribution to their progress.

SatisfactoryThe lesson is inadequate in no major respect, and may be good in some respects, as shown by

the satisfactory enjoyment and progress of learners.

Inadequate A lesson cannot be adequate if:

most or a significant minority make less than satisfactory progress due to teaching or behaviour

learners overall attitude or behaviour are unsatisfactory

health and safety is endangered

the teaching is unsatisfactory (even if learning progress is seen!)Unsatisfactory teachingis likely to haveoneormoreofthe following

weak subject knowledge

work not matched to pupil starting points

ineffective management of behaviour

methods poorly matched to objectives or fail to excite interest and commitment

Inadequate use of resources, time and assistants

poor assessment


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Good lessons arewell planned

The structurewhich follows gives a sensibleoverall shape for

most lessons1. A) Clear learning objectives in pupil speak B) Clear learning

outcomes in pupil speak (what pupils must produce.

2. An exciting short starter to stimulate enthusiasm, promote thinking

and to engage the pupils from the start. May or may not be related

to main lesson topic.3. A series of short episodes addressing different learning styles

where possible appropriate deployment of learning strategies.

4. A plenary draws together learning BUT is not just a summary. It

must re-engage, review, test understanding, apply learning. Try to

make it active for pupils rather than teacher reiteration.

5. Assessment for learning formative assessment should be seen in

every lesson teacher Q and A, pupil self review against learning

objectives, outcomes of problem solving, application of learning, all

provide opportunities. Without this a lesson will be

UNSATISFACTORY


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Learning Objectives

Starter

Episode 1

Episode 2

Episode 3

Plenary

PACE

ENGAGEMENT

CHALLENGE

ASSESS. for

LEARNING

Questions

Explanations

Modelling

Thinking

PLANNING


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What to look for in the delivery

Pace Must be pacey to maintain interest and for pupils to makemaximum progress short episodes help here

Engagement Poor engagement is a sign that YOU have got it wrong!

wrong level, inappropriate expectations, poor materials,

relationship with class. Look to yourself before blaming the

pupils!

Challenge Too low leads to misbehaviour and boredom; too high to

disengagement and apparent apathy. If you see these signs,

act!

Questions Know Blooms taxonomy of difficulty and select questions in

advance (state in your written plan)

Explanations Take care with technical language use word wall.

Modelling is a useful device too.


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Bloom's Taxonomy

Bloom identified a hierarchy of

questions that are extremelyuseful for helping teachers to

move classroom questions

beyond the literal and to support

differentiation within the

classroom. The following

examples of Bloom's questions'brought to life' are taken from the

Brighton and Hove LEA

publication Questions Worth

Askingand the Manchester LEA

publication Questions. The

examples powerfully illustrate thedifferences between the different

types of questions, enabling

teachers to more easily apply

them to their own classroom

contexts.


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WRITING LEARNING OBJECTIVES

A learning objective is A learning objective

encompasses

A learning objective is

expressed

A learning objective is

NOT expressed

A precise statement ofwhat a child should be

able to do at the end of

an activity

A differentiated

minimum target

An application or

A capability or

An opportunity for pupil

assessment/self

evaluation

draw handleIdentify list

calculate present

plan build

predict make

decide define

apply use

state contrastcompare select

assemble explain

describe discuss

construct write

solve classify

reflect upon

makedistinctions

draw conclusions

Demonstrate

Know

Understand

Learn

Memorise

Acquire skills in

Become familiar with

Develop mastery in

Appreciate the significanceof

Understanding is a very important learning objective BUT it is measured by one or

more of the above objectives. If you use it as an objective in its own right, you

MUST say how it will be assessed by application in problem solving


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HOW TO USE LEARNING OBJECTIVES

Identify in yourwritten plan

Constantly askin planningif yourintendedactiondelivers theobjectives (this avoids fruitless andwasteful activities)

explicitly shareobjectives with pupils in

languagethey understand (spoken and written)

refertoobjectives throughout lesson

comebacktoobjectives nearendof lesson (use todemonstrate pupil progress motivating, and a check for yourself)

Learningoutcomes - explicitly shareobjectives

with pupils in languagethey understand (spoken

and written) what you want them to produce as a

consequence of the learning activities.


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THE BIG PICTURE

Your lesson is part of a bigger scheme.

You are familiar with this and know exactly where your

lesson fits in.

Learningis enhancedifthe pupils are awareofthistoo.

SHARE this info with them at an appropriate level

Eg This lesson follows on --- begins to look at.adds to

our knowledge.etc

Indicate NC, QCA, Scheme of Work in your written plan


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STARTERS

Check the internet many ideas available

rapid exciting and often novel start to a lesson (grabs attention and

engagement)

may or may not be related to main content

be imaginative use photos, artifacts, problems, challenges, literacy,numeracy, matching, sorting, classifying, word games, music.

ring the changes!

BEWARE OVER_EXTENSION BECAUSE THEY ARE FUN!


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LESSON DELIVERY PLANNING

show plan of proposed activities in outline

emphasise processes you are going to use eg ifquestioning, what will you ask, when explaining will you use modelling? etc

This section is not just a list of content again emphasise process

show how you will differentiate for different groupsmaterials, content, processes

include approximate timings

try to indicate episode structure

indicate type of learning auditory, kinaesthetic, cognitive

check balance of activities probably max of 20 mins on anyone


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PLENARY

The purpose of the plenary is to consolidate learning

It can take many forms

It can occur at any time or in smaller parts

It is notjust a question and answer section revising lesson although it might be

sometimes

It could be:

A written problem solving exercise using lesson learning

A challenge to achieve a goal using lesson learning

An analysis of materials using lesson learning

A presentation using lesson learning

A homework activity using lesson learning

A research project using lesson learning

A quiz using lesson learning


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ASSESSMENT

This section is a mandatory part of every lesson plan

Assessmentis forboth you andthe pupils

check progress by Q and A to individuals and groups to assess understanding

and progress

observe actions of pupils for own feedback

assess independence of working and level of required support as a measure ofsuccess

measure progress against levels/assess criteria/objectives andrecord

systematically

use assessment for learning techniques self assessment

check written responses

sometimes carry out formal assessments

provide positive feedback

use assessment to focus your support for particular pupils in need

use assessment to modify your lesson and delivery according to need


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HOW IS A LESSON GRADED?

Examples ofgood practiceeffective evaluation

thorough

focuses on what pupils learn and why

mentor support in using evaluations to develop future teaching

suitable subject knowledge and understanding

extensive guided readingfocused timetabling

high quality teaching

in planning learning objectives are set out precisely and shared with pupils

Planning relates to NC and national strategy requirements

gives careful attention to differentiation including in relation to tasks and

resources

It is not possible to define the grades of a lesson easily. Below you will

find a list of what the inspection of GTP courses suggested makes up

good practice. Not all the criteria relate to any one particular lesson. Theprinciple of best fit must apply. BY THE END of the course you would

expect a very good trainee to be capable of meeting the majority of the

qualities listed. In your judgement, take into account the stage of

training.


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assessment outcomes inform planning

in assessment trainees are familiar with relevant requirements and have had

good experience of assessing against national criteria

in a primary DRB, trainees participate fully in the assessment process,

including reporting, contributing to reading records, applying NC levels,

administering statutory tests and tasks

trainees employ a wide range of assessment methods, including

targeted questions and self assessment

trainees provide good feedback to pupils during lessons

in behaviour management trainees apply school sanctions consistently and

without fuss

trainees establish a purposeful learning environment, keeping pupils on

task

in actual teaching lessons are interactive

questioning is effective

a range of teaching methods is employed, including some which arecreative and innovative

homework is well focused


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what makes a good lesson jan 06

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