Transcript The Perfect lesson - Itslife

Demonstrating
progress.............
Outstanding Learning
In the age of uncertainty…
‘It is not the strongest of
the species that
survive, nor the most
intelligent, but the one
most responsive to
change.’
Charles Darwin
CORE SKILLS MATTER
21st century
children:
More
depression more
suicides…
Addicted to
distraction…
Values vacuum…
Thinking
Evaluation
Reflection
Creativity
Analysis
Emotional
Fear
Anger
Threat
Anxiety
Primitive
Novelty/surprise
Humour
Music
Rhythm/rhyme
Love
Mystery
Stories
Passion!
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Fixed mindset
Growth mindset
Intelligence is a given
Intelligence can be
developed
Leads to a desire to look smart
and therefore tendency to:
Leads to a desire to learn and
therefore tendency to
Avoid challenges as can’t risk failing
Embrace challenges willingly
Can get defensive or give up too
easily
Persist in the face of setbacks
See effort as fruitless or sign of
weakness
See effort as the path to mastery
Ignore useful negative feedback
Learn from criticism and welcome the
feedback.
Feel threatened by the
Find lessons and inspiration in
success of others, leading to
the success of others
fragile self confidence and
relentless perfectionism
As a result, may
plateau early and not
achieve potential
As a result, can reach
ever higher levels of
achievement.
creativity
When observing lessons, inspectors may find
the following prompts helpful.
Are pupils working independently? Are they self-reliant – do
they make the most of the choices they are given or do they
find itSTOP
difficult PRESS
to make choices?
•More
more teachers,
To what
extentobservation,
do pupils take responsibility
for their own
more important
learning?
•Literacy
and
numeracy
in
all
How well do pupils collaborate with others?
lessons/subjects
Are pupils
creative, do
they
show initiative?
•Behaviour
for
learning
•Teaching
assistants!
Are pupils
developing
habits of good learning?
•Assessment informing progress
7 STEPS to the perfect lesson
they do 80/20 you do?
Step 1 Immediate engagement - Why (prior
learning/progress/scheme/big goal)
Step 2 Set up learning environment (RAPPORT)
Step 3 Outcomes- objectives (differentiated, success criteria,
high expectations)
Step 4 Engaging tasks (active -inspire –thinking-questionspictures)
Step 5 Group Activity – collaborative/engaging /choice/co-designed
Step 6 Dish the DIRT – reflect, improve, add extra learning EXPERT
TEACHER ADDS PROGRESS
Step 7 Assessment of progress – what have we learnt, how do we
know, what’s next...
Choice- collaboration-challengecommunication
Objectives
Learning objective
• To evaluate some
strategies that will
improve learning
progress to create the
‘perfect’ Ofsted lesson
Skills/competency objective
• Creative thinking
• Collaborative learning
• Writing to persuade
Use PLTs framework
•Self manager
•Effective participator
•Creative thinker
•Reflective learner
•Independent Enquirer
•Team worker
Success Criteria
To evaluate some strategies that will improve learning progress to create the
‘perfect’ Ofsted lesson
Use ‘perfect’ strategies
and techniques in my
lessons to deliver
progress
Creative thinking
Collaborative learning
Writing to persuade
Engaged in innovative
thinking that creates
new solutions
Share ideas with
others in a very
engaging way
Engage reader to want
to change behaviour
Differentiated
Attn: vulnerables
HIGH EXPECTATIONS
To recognise the power of
different types of language
I will be able to:
• Use formal and informal language (Entry
level)
• Explain how to speak and write in
appropriate language (Level 1)
• Teach others how to use a range of writing
and speaking styles appropriate for different
audiences (Level 2)
E
L1
L2
I can use
language to be a
successful
communicator at
work and in life
Engaging activities for independent
learning
Choice – challenge –
collaboration-communication
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Engaging Activities
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SWAP SHOP - ..\Collaboarative learning ideas\SWAP SHOP.docx
Market Place
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Questioning and feedback
The teacher’s craft….
Can you hear snow?
What does
sadness taste
like?
Do children
smell nice?
Is carpet a
good thing?
What colour is 10?
Measuring progress – the perfect
plenary
What are they looking for?
Progress
Satisfactory
• – teacher led
Good
• – demonstrated through peer and
teacher
Outstanding
• – student demonstrated, self
recorded and apply to new
context....
Display for learning – big lessons
Do lots of DIRT
Dedicated improvement and
reflection time
Teacher adds Xtra progress
Teachers - what’s the difference?
Satisfactory?
Fount of knowledge ‘filling
empty vessels’
Didactic – teacher guides pupils
Teacher questions
Outcome focus
Intelligence is fixed
Teacher talks
Outstanding
Facilitator
Pupil-centred activity
Pupils construct
questions/challenges
Pupils as co-designers
Pupils judge success, self
correcting
Creative opportunities
Success and failure equal
partners for learning
Reflection/ metacognition
Develops habits/dispositions
Language for learning
Recognises diverse needs……
Students as leaders and independent
learners
• Co-designing the learning
• Self differentiating, setting their own success
criteria
• Teaching and coaching each other
• Letting them take responsibility
• Working harder and talking more (on task)
than you do
Only babies need
spoon feeding!
Our teachers
provide
andlearning
challenging
We know
what clear
we are
andobjectives
why
know what
“good”
looks likeand
andachieve
how to the
achieve
it
OurWe
teachers
help us
to recognise
standards
we should be aiming for
know what
doing
well
where
we
OurWe
teachers
(andwe
ourare
peers)
give
usand
regular
feedback
need
improve
for learning which
is to
both
positive and specific
know what
stepswhat
are and
that makes
OurWe
teachers
showour
us next
precisely
we need
to do in
us to
confident
that we can
succeed
order
make progress
in our
learning
can seeemphasise
how the skills
that we
are learning
in in
thisthis
lesson
OurWe
teachers
the links
between
learning
lesson
transfer
to other
contexts
and
that’swe
helping
make
better,
and
learning
elsewhere.
This
means
knowtohow
to us
apply
and
morethe
independent
learners
adapt
skills we are
learning
Assessment for Learning creates EQ
1. Self-assessment
2. Peer assessment
3. Thinking time for
questions
4. Sharing criteria
5. Focussed marking
1. leads to self awareness
2. leads to empathy and
resilience
3. builds self-esteem
4. enables students to set
targets and goals
5. helps them understand
mistakes as learning
experiences
Effective feedback should:
• focus on the learning objectives and/or success criteria;
• confirm that pupils are on the right track;
• stimulate the correction of errors or improvement of a
piece of work;
• scaffold or support pupils’ next steps;
• provide opportunities for pupils to think things through for
themselves;
• comment on progress over a number of attempts;
• avoid comparisons with other pupils;
• provide pupils with the opportunity to respond.
specific
negative
positive
Non-specific
Assessment that informs learning SPOOF
• Specific – linked to progression model
• Positive, reward effort - and focus on what is
right
• Ownership for the students (WWW/EBI/MRI)
• Outcome focused - where are we going?
• Flexible - constantly adapting the plans to
deliver best learning
6 Cs for success in the classroom
•COLLABORATION
•CHOICE
•CHALLENGE
create
•COMMUNICATION skills
•CONFIDENCE as learners
•CREATIVE thinking for new solutions
Success Criteria
To evaluate some strategies that will improve learning progress to create the
‘perfect’ Ofsted lesson
Use ‘perfect’ strategies
Write a ten word text
message to persuade a
Creative thinking
colleague to try a new
technique
Collaborative learning
Writing to persuade
and techniques in my
lessons to deliver
progress
Engaged in innovative
thinking that creates
new solutions
Share ideas with
others in a very
engaging way
Engage reader to want
to change behaviour
Checklist – the 80/20 lesson
•
•
•
•
•
•
•
•
•
•
•
•
Start: environment, rapport, attitude
Objective and level of expectation
Flexibility to adapt lesson and respond to progress
Questioning and classroom dialogue
Impact of interventions by teacher
Skills development – PLTS and subject
Subject passion and expertise
Quality of feedback – oral and written
Level of student to student support
Resources especially ICT and TAs -add to progress
Student self reflection and review is endemic
Outcome demonstration by students – progress for all
Communicate!
Self-disclosure feeds emotional intelligence
OPEN
– everyone knows
HIDDEN
– you know
BLIND –
others know
UNKNOWN
knows (yet)
– no-one
Reading and resources
• ‘
Jackie Beere:
The Perfect Lesson
The Perfect Ofsted Inspection
The Primary Learner’s Toolkit
The Teacher’s Toolkit – Paul Ginnis
•
•
•
www.independentthinking.co.uk
www.campaignforlearning.org
www.jackiebeere.com
[email protected]
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Thanks for listening