Transcript Outstanding Teaching - University of Huddersfield

Dr Jonathan Glazzard
Draw a house
 TASK – 5 minutes
Have you been successful?
 Mark your work
What does a fab lesson look like?
 DISCUSSION
 No model of teaching
 Time on task
 Reduce teacher talk
 Progress during the lesson
 Good attitudes to learning
 Triangulation - no show ponies!
 Progress in books over time
 Progress data over time
 Children being good learners
Learning Objectives
 LO visible throughout the lesson, well explained and
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put into a meaningful context- tell them what they
are learning and why.
Identify the focus for learning (not activity)
Teacher refers back to the LO throughout the lesson
Use mini-plenary to reiterate the LO –Do we think
Kiran has met the learning objective?
Pupils able to say what they are learning
Good learning objectives?
 1. Choose and use appropriate standard units to
estimate and measure length/height in any direction
(m/cm); mass (kg/g); temperature (°C); capacity
(litres/ml) to the nearest appropriate unit, using
rulers, scales, thermometers and measuring vessels
 2.To learn to learn the 2, 3, 4 and 5 times tables (KS1
Maths)
 3.To draw a self-portrait using charcoal. (KS1 Art)
 4.To plan a fair test to find out which material is the
strongest. (KS2 Science)
Good learning objectives?
5. Use mathematical vocabulary to describe position,
direction and movement, including movement in a
straight line and distinguishing between rotation as a
turn and in terms of right angles for quarter, half and
three-quarter turns (clockwise and anti-clockwise).
6. To make a vehicle using wood.
7. Measure the perimeter of simple 2-D shapes
8. Identify right angles, recognise that two right angles
make a half-turn, three make three quarters of a turn
and four a complete turn; identify whether angles are
greater than or less than a right angle
Stripping back learning objectives?
Muddled
To list what a pet needs to remain healthy
Make it better
Muddled
To be able to write instructions to make jelly
Make it better
Muddled
To write a character description of the giant
Make it better
Success Criteria
 Steps which enable pupils to achieve the LO
 Children involved in the process of agreeing the SC.
 SC are used by the learners to self-evaluate and
improve learning during the lesson.
 Refer to them in the plenary
Example - Literacy
 LO: We are learning to write instructions
Remember to:
-Include a title
-Include a list of things that you need
-Include bossy verbs
-Make sure your instructions are in the right order
Example - Literacy
 LO: We are learning to write a recount
Remember to:
 Write an opening to say where you went and when;
 Use time connectives (first, next, then, after, finally)
 Include some detail about each event
 Put the events in order
 Write how you felt about the experience
Example- Literacy
 LO: We are learning to write a character description
Remember to
 Describe the character’s face
 Describe the character’s hair
 Describe the character’s clothes
 Describe the character’s personality
 Use adjectives
Example- Literacy
 LO: We are learning to describe a setting in a story
Remember to
 Describe what you can see
 Describe what you can hear
 Describe what you can smell
 Describe what you can feel
 Use adjectives
 Use similes
Example- Mathematics
 LO: We are learning to partition and recombine
Steps to Success
Example 24 + 43 = 67
1. Add the tens: 20 + 40 = 60
2. Add the units : 4 + 3 = 7
3. Add the tens and units together: 60 + 7 = 67
Example- Mathematics
 LO: We are learning to solve word problems
Example: There are 3 children. They share 9 sweets.
How many sweets do they each get?
Steps to Success
1. Underline the important parts of the problem
2. Decide whether you need to + - X or ÷
3. Record the calculation
4. Write the answer
LO: To be able to identify odd and even numbers
1. Look at the last digit in the number
2. Draw that number of dots
3. If all the dots have a partner the number is even.
4. If there is one dot without a partner the number is
odd.
Whole class input
 Creative starter – “hook” them in
 Clear modelling against steps to success
 Participation – all can respond and are engaged
 No hands up
 No opportunities for learners to be passive
 Support staff have a clearly defined role during the
main class input
Hooks
 What hooks have you seen to engage children in
learning?
Lesson Structure
 Connection activity- prior learning
 Share LOs / SC
 Introduce new learning – model
 Check that they understand- “checking in”
 Applying the new learning (Time on Task)
 Plenary
On task and learning
 Teacher gets the children on task quickly;
 Children work on tasks enthusiastically;
 independently and support one another to succeed;
 Paired work
 Group work
 Teacher avoids over-modelling;
Learning behaviour
Pace
 Pace means pace of learning not race!
 Teaching is sharp and well-paced so that children
sustain a good level of engagement and stimulation
throughout.
Resources
 Should be high quality
 A variety of differentiated scaffolding and supporting
materials and resources are used to meet the needs of
all pupils.
 Pupils use the “tools for learning” in the classroom to
help them make further progress e.g. working walls
Working Walls
 What should be on a working wall?
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Role in the lesson
 High level teaching continues during task time
 Teacher makes adjustments as a result of quick,
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accurate assessments.
Teach children what to do if they need help;
Offer support if they are not making progress despite
using the tools for learning
Extend/ challenge those who need to progress further
Encourage children to set each other challenges
Engagement
 All learners in the class are interested and engaged,
throughout the lesson
 Learners have had a direct input into setting the
context for the learning activity to ensure it meets
their interests.
Checking on learning
 Teach: Model/ explain a calculation strategy
 Do one together
 Give them a calculation and get them to show you how
to do it.... Is progress visible?
 Set them on task
 Observe them as they work and get them explain to
you what they need to do to be successful
 Check on learning in the plenary
Challenge
 Are all pupils being challenged?
 Is the challenge realistic?
 Can you put in additional challenges during the lesson
if they demonstrate that they are meeting the initial
challenge?
 Challenge for the more able?
Making Progress Visible
 Explain very clearly at the start of a lesson what the prior
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learning was?
Explain what the new learning is.
Tell them that they might find this tricky but that means
they are learning.
Teach them
Check they understand- get them to demonstrate this to
you
Give them sufficient time to practise the skill
Capture progress for the whole class rather than picking
out individuals who made progress
Get them to demonstrate the new learning in the plenary
Deployment of other adults
 Additional adults have a striking impact on the
learning and progress of the children they are working
with.
 Teacher has planned for and resourced the adult
effectively.
 Deployed at every stage of the lesson in supporting
learning
Plenary
 Plenary is used effectively for children to assess own
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learning against the SC. Teacher sums up by making
explicit links to next lesson.
Self assess against the SC not how they ‘feel’ about the
lesson.
Peer assessment
WWW
EBI
WAGOLL
Learning Behaviour
 Straight into learning
 Transitions are handled well
 No wasted time
 Learning behaviour does not mean that children
should be passive
 Children should be asking questions, managing
distractions, demonstrating perseverance,
collaborating, noticing
Marking
 Quality of marking in books
 Specific praise
 Give them a target
 Give them time to respond/ act on target- up-levelling
own work
 Build in a worked example
Pupils know their targets
 Pupils can talk confidently about how they are
meeting their targets.
 The teacher personalises tasks to enable children to
meet their targets.
What prevents progress being as rapid as it could be?
Key Stage 1 and 2
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2
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EYFS
Pupils on carpet or passive at the beginning
of lessons for too long with able pupils
covering learning they already know
Pupils on carpet or passive at the beginning of
sessions for too long
Ineffective teacher questioning – usually too
many or focusing on recall only
Not taking enough account of the context of
the learners
No purposeful reflection of the learning taking
place
Ineffective behaviour management
Ineffective teacher questioning – usually too many or
focusing on recall only
Pupils covering work that they already know –
challenge for more able
Not enough focus on the prime areas of learning –
especially oracy
Lack of balance across Active Learning; Playing and
Exploring and Creating and Thinking Critically
Observations not likely to shape tomorrow’s learning
Lack of subject knowledge (especially in
foundation subjects) by the teacher resulting
in lack of challenge, especially for more able
Ineffective deployment of Teaching Assistants
Lack of engagement of pupils
No system in place for pupils to respond to the
feedback they receive
Ineffective improvement of pupils’ basic skills
Ineffective deployment of other adults, particularly
Teaching Assistants
Lack of engagement of pupils
Adult intervention not helping to move the learning
on
Continuous provision not being enhanced and
therefore lacking purpose or direction
When new learning has taken place
Learners will know something that they
didn’t before the lesson started.
Usually happens at the beginning of a new
sequence of learning.
When they are more confident dealing with an aspect they have met before
Being confident is key here.
It is not revision or practise.
When they apply previous learning in a different context.
Very often it is applying a basic skill in a
different context.
It can happen within a subject, eg, applying
number in a problem solving context.
The first 15 minutes of a lesson
1
Are pupils on carpet or passive at
the beginning of lessons for too
long? Are able pupils covering
learning they already know?
-Are the needs of more able pupils
being met at the beginning of
lessons?
-Is the teacher’s exposition too long
or boring?
-How well have TAs been deployed
during this first period?
-How engaged are the pupils?
NOTE: If more able pupils are not being challenged at this stage then
outstanding has already disappeared.
NOTE: If TAs are not appropriately deployed and more able not appropriately
challenged then probably good has also disappeared.
Lesson structure 1
Class come in
Teacher-led session takes place. Objectives are shared.
Children sit together for input
Guided group and small group work
Individual tasks set. Work is monitored.
Teacher gathers groups together to
look at learning that has taken
place.
Plenary
Session ends
Lesson structure 2
Class come in
Teacher-led session takes place. Objectives are shared.
Children sit together for warm up activity and/or input.
Guided group and small group work
Individual tasks set.
Work is monitored.
Individual tasks set. Work is
monitored.
Teacher gathers groups together to
look at learning that has taken
place. (plenary)
Session ends
Lesson structure 3
Class come in
One group sit
down to
complete a
challenge
independently.
Teacher works with HA
introducing new
concept. Once
understood, rest of this
session and much of
next session, will be
spent working
independently.
Teacher led
session
takes place
for relevant
groups.
One group sit down to
complete a challenge
with TA.
Individual tasks set. Work is
monitored.
Further teacher led
session takes place.
Session ends
Things to consider
What structures do you use presently?
How is the teaching and learning going to change in
your classroom?
What are the barriers to this? How can you overcome
these?
Lesson observations
Lesson observations focus on progress in a lesson.
Be very clear about where this progress takes place and
change the parts of your lesson where it does not take
place.
Take particular care in the first 15 mins of your lesson.