Transcript How to teach an Ofsted Outstanding lesson (How to play the

Activation
• http://www.skoolio.co.uk/
Answer:
Your time is up
Answer:
Shop untill you drop
Answer:
1st lady
Answer:
Look both ways before you cross the street
Answer:
Summary
16 July 2015
How to demonstrate Progress
Objectives
Understand what progress is and how you can show
it’s happening in your lesson and review a Head of
Faculty’s experience of trying to raise teaching
standards.
Outcomes
• ALL WILL
• Be able to state what progress is and describe
how to link learning to the Big Picture.
• MOST SHOULD
• Be able to describe the accelerated learning cycle
and apply it to their own lessons.
• SOME COULD
• Be able to explain what Ofsted are looking for in
an outstanding lesson and create their own
plenary that will be used to evidence progress in
lessons and evaluate whether what we have said
today has been useful to them or not!
A note on objectives and outcomes:
• Objectives are an overview of what is to be learnt, they
give the reason for the lesson.
• So when the kid says: “what’s the point of this sir?” you
have an answer…
• (the objective could be content based or skill based – or
both)
• Outcomes are what learners will achieve/be able to do by
the end of the lesson and are linked to the objective.
• These should be differentiated. (All, Most, Some) –
(Outcomes are incredibly important when we are being
observed as they are what we can measure individual
student’s progress against.)
• (Bloomify your outcomes – check out Anderson’s revised
taxonomy)
Why are we doing this?
(the big picture)
• “I used to see Ofsted criteria as hoops to jump
through in order to show off to my observer.
With the new framework I see them as
something to aim for in my lessons because in
doing so the kids I teach will have a better
deal.”
Bob Baker March 2012
Big Picture in lessons
• Relate the lesson to previous learning and
future learning and put t into context.
• What skills and knowledge/understanding is
being developed today and how does this link
into past and future learning?
• Timeline is useful here or a table to organise
the information for visual learners.
Timeline display and book checklist
Year 9
September
1
2
3
4
5
6
7
8
9
Half Term
CONTENT
Welcome and Kinetic Theory
Evaporation and condensation
Heat and Temp
Conduction
Density
Convection
Thermal Radiation
Thermal Radiation and colour
Thermal Energy and buildings

Traffic Light
  




Preparing for observation
• Use AfL
• Can’t be outstanding unless the groundwork is there.
• Make sure books are marked in line with the school
and department policy. Comments (and student reply)
• Make sure technicians/support staff/TAs knows that
you are being observed!
• Build good working relationships with students
• Get used to not talking so much! 70-80% of time
students should be engaged actively in outstanding
lessons…
• Although no prescribed format for outstanding: Get the
students into habits/routines. (There should be a
relentless focus on teaching and learning in a
department, sharing good practice and trying to create
these habits)
Progress
The importance of plenaries
• Review learning
• This is the reason outcomes are so important
• For the student it’s a review of what’s going well
and how they can improve (www/ebi – AfL!)
• and for the teacher and should advise planning for
next lesson.
• What can the student now do that they couldn’t
before the lesson (or series of lessons) and have
they done well (measured against other students
with similar targets). For Outstanding Most students
should be making excellent progress and all are
making at least good progress (working towards or
above their target grade ideally.)
Put these words in order
– Task
– Activate
– Plenary
– Demonstrate
– Introduction
Accelerated learning cycle
– Activate – brainwarmer/Starter
• Punchy, quick, engaging, fun (links to lesson (OR NOT –
develops thinking skills etc!!)
– Introduction – teacher introduces main teaching points
and explains the Big Picture
• Students given opportunity to be active in
gathering/manipulating information
– Task – students develop their understanding of main
teaching points with a task
– Demonstrate – students demonstrate what they know
and are given time to review and revise their work (self
and peer assessment)
– Plenary – review of learning outcomes that
demonstates progress (advises what your
activation/starter may be next lesson - and the cycle
continues.)
Reviewing Learning
• Build in Self and Peer assessment
• Students can mark each others work based on
criteria (these are best when linked directly to
outcomes)
• Although comment and evaluation of work is
the most important thing here, self/peer
grading can be done here too.
• RAG outcomes/traffic light 3 boxes for
books/thumbometer
Tell me two things...
(for each)
• that you have done well this session
(www)
• that you could do better next time (ebi)
• that you know now that you didn’t know
at the start
• that you would like to know more about
Can be
Done as
A pyramid etc
Reviewing how they’ve learnt: Which Pic?
Which picture matches your learning today? Explain why?
(pictures = new ideas, problem solving, discussion, experimenting, team/group work, creativity (PLTS))
PLTS
1) Pick one of the skills and explain
how you have used it today…
Independent Enquirer
2) Pick one of the skills and explain
how you have improved it today…
3) Pick one of the skills and explain
how you will aim to use it or
improve it next time…
Creative Thinker
Team Worker
Effective Participator
Reflective Learner
Self Manager
VAK
Visual, auditory, kinesthetic.
What have you learnt with your eyes this lesson?
What have you learnt with your ears?
What have you learnt with your body?
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Plenary Ideas (that require no preparation!!)
Snowball – (think pair share)
Verbal tennis - use all the words you know on a certain topic - first you, then your
partner - back and forth
Hotseat (in the spotlight)
Ask the teacher/expert
Just a minute (no hesitation, deviation or repitition – 1 minute – GO!)
The “split the class into two halves and ask them questions game”
High 5
Show me the answer (mini whiteboards – true/false )
Pictionary (use mini whiteboards)
Hangman
Recipe Time – students write a recipe of what they learnt in the lesson (or how they
have learnt the outcomes)
Story time – rewrite todays lesson as a story (this is easily differentiated and a great
literacy task) / Tweet the lesson (140 words) / text / 5 5 1 – 5 lines, 5 words, 1 word /
mini white board limit.
Mind Map/Flow chart/Poster – draw a mind map / flow chart / Poster of key points
from today’s lesson
Different shoes – if Michael Gove had run the session today – how may it be different? /
How would he have summed up the lesson
Controversial debate – make a controversial statement to spark discussion. “So why
don’t we just not bother with sustainable development? What would happen then?”
How much can you remember? One person gives an answer, the second gives that one
and another, the third gives the first two and another . . . .
Plenary Ideas
(That require a bit of preparation!!)
• Wordsplat
Wordsplat
AfL
Plenary
Good
Marking
Outstanding
Progress
Satisfactory
Starter
Monkey
Plenary Ideas
(That require a bit of preparation!!)
• Wordsplat
• Bingo (same kind of thing as wordsplat but
each student has one printed out)
• Question loop/Dominoes
Question Loop/dominoes
To improve the
learning
experience of
students
Start
Why are we
doing this
training?
To organise to
observe an
element of
outstanding
teaching by
Xmas
How much
detail do you
need to plan
your lesson for
an observation?
Lots!!
What is a
plenary?
A way of
reviewing the
learning in a
lesson
Students know
what level
they’re at and
how to improve
(and so do the
teachers)
What is a major
Ofsted focus
this year?
Literacy
What is your
HW from
today?
What is AfL
Assessment for
Learning
How does AfL
improve
teaching and
learning?
Can we go
home yet?
Yes!!
Finish
Plenary Ideas
(That require a bit of preparation!!)
• Wordsplat
• Bingo (same kind of thing as wordsplat but
each student has one printed out)
• Question loop/Dominoes
• Outcomes Quiz (quiz differentiated by
outcome – could use mini whiteboards for
this)
OUTCOMES Quiz
• As current flows through a resistor what happens to
its temperature?
• Sketch a current voltage graph for a filament bulb.
• Explain the shape of the graph you have sketched.
Plenary Ideas
(That require a bit of preparation!!)
• Wordsplat
• Bingo (same kind of thing as wordsplat but
each student has one printed out)
• Question loop/Dominoes
• Outcomes Quiz (quiz differentiated by
outcome – could use mini whiteboards for
this)
• Stand up – sit down
Stand up. DO NOT SAY ANYTHING
(think the answers in your head…)
Sit down when you can’t do the following: (I WILL CHECK AT THE END!!)
Name the 3 types of
radioactivity
State 3 sources of Background radiation and
state what the term means
Describe what an Isotope is
Describe what type of radioactivity
is stopped by paper; aluminium
foil; and lead.
Explain why different types of
radioactivity are stopped by paper;
aluminium foil; and lead.
Find the half life of the graph
In JOKE!!
seconds!!
Explain why the Activity
doesn’t go lower than 6
counts per second on the
graph
WELL DONE!!
Plenary Ideas
(That require a bit of preparation!!)
• Wordsplat
• Bingo (same kind of thing as wordsplat but each student
has one printed out)
• Question loop/Dominoes
• Outcomes Quiz (quiz differentiated by outcome – could use
mini whiteboards for this)
• Stand up – sit down
• Quiz show host: Blockbusters (no prep needed here:
http://www.teachers-direct.co.uk/resources/quizbusters/subjects/ks2.aspx;
• Millionaire and other templates here: http://jcschools.net/tutorials/ppt-games/)
Plenaries – Bit more Time (maybe
revision of a whole topic)
• Verbal Football
Verbal Football
How to Play
• There are two teams. Each team has a captain.
• You have time to train in your teams before the
match begins by using the revision topic given by
your teacher.
• The match starts by a question given by the referee
to the team if you answer it correctly you retain
possession and get a second question.
• If you answer three questions correctly in a row you
get a goal.
• The team with the most goals wins.
Aims of the game
• To test knowledge and understanding of a
topic.
Rules
• A coin is tossed at the beginning of the match to see which
team goes first.
• Your team has 5 seconds to answer the question.
• Anyone in the team can answer but once a question is
answered then the same person can not answer again.
• If a player answers incorrectly then it is considered a tackle
and possession moves to the other team. If the other team
answers incorrectly as well then you loose ball and we have
another questions with the first team who got the answer
wrong.
• If they do answer it correctly they have possession of the ball.
• Fouls are committed for shouting out answers when its not
your teams turn or someone in your team has already
answered. 3 fouls from the same player is a yellow card which
can lead to a red card.
• Arguing with the referee could lead to a yellow or red card.
Captains Job
• Captain gets to choose who goes first if they
win the coin toss.
• To set tasks out to the team in order to make
sure the players are trained properly
• Monitor who has and has not answered the
questions
• Keep a record of the goal scores
Teams
• The class is split into 2.
• Each side of the room needs a captain
• Each team needs a name e.g. Plymstock
United, Plymstock City
Training for the match
• Each team needs to decide how and what
they will research or revise on.
• The captains need to decide or work with the
players as to who shall do what.
• Let the Match Begin!
Recommended Websites
• Find this powerpoint @
www.science-spark.co.uk/teachers
• TES (Obviously)
• Guardian education
• www.skoolio.com
Recommended Books
• Easy reads that have lots of practical hints:
• The Teacher’s Toolkit (Paul Ginnis)
• The Perfect Ofsted Lesson (Jacki Beer)
• If you’re really interested in the theory:
• A Taxonomy for Learning, Teaching and
Assessing (Anderson et al)