Transcript Strategies for Outstanding Lessons

Do you want to be outstanding
(in your field)?
Learning Intention
WALT (we are Learning to):
Share strategies for outstanding
lessons in SRS
WILF together…
What I am looking for (success criteria):
7. Questioning
8. Working
together,
engagement,
application and
concentration.
9. Support
for
learning
10 .Feedback
6.Talk for
learning
5. Learning
objectives and
success criteria
WALT WILF
4. Prior
Learning
Strategies for
Outstanding Lessons
11. Targets
By Year 1
1. Progress
3. Conditions
for learning.
2. Planning
Learning checks/ mini plenaries
throughout lesson. (WALT &
WILF)
1 to ask open/ closed questions.
2 show examples of good work.
(ICT visualiser).
Questioning should
allow pupils to
progress to next
steps in curriculum,
targets, learning.
Link and make new
learning explicit in
planning and lesson. E.g in
Science we already knew
about materials but we
made predictions which
was a new conceptvoiced it to the class.
Planning:
Challenge set
out from start
of lesson.
Challenge
boxes maths.
Progress
WALT & WILF
should be
differentiated (WILF:
All, most, some will,
some will even)
relevant and specific
to each groups needs.
Differentiation
will allow
children to
reach their
potential.
If a group are struggling
regroup quickly- take
them back to discuss
something.
Make sure learning
support know what
to do. Questions
for EAL mentors
and assistants.
WALT & WILF
(WILF
differentiated)
on plans. Check
throughout lessonlink to next lesson
at the end.
Annotated
before lessons
to suit your
class.
Annotated
afterwards to
evaluate.
Assessment evident
Mini plenaries
throughout.
Formative: include use of
tools like English fans.
Summative: questioning
Open and closed
Openers and
plenary
evident.
(relevant to
lesson).
Planning linked to curriculum
objectives. (Year 1 Maths
Plans)
Active
strategies
Planning
Questioning
annotation for
key groups or
individuals.
Differentiation
in tasks:
AEN, H, M, L,
G&T
Cross Curricular
links.
Challenge set
out from start
of lesson.
Strategies for
behaviour
management:
Timers, counting to
10, classroom jobs
(badges/ signs).
Well established
routines.
Classroom
responsibilities: Line/
group leaders.
Top teachers deployed
from high ability groups
and within
SRS Values: Pupil profile
wheel talked about during
lesson. Intro & PlenaryWhat skill have you used
or will you use in this
lesson?
Conditions for
learning:
SRS Values,
Attitudes,
Learning
Environment,
Routines &
behaviours.
Routine: allow children
the chance to manage
their own work. PDR,
continuous provisionresources for
supporting learning.
Displays are
relevant, 3D,
interactive,
colourful.
Photographs and
captions. Use in
learning.
Classes are in
Maths, English
groups according to
ability. Display in
class (ASAP!)
Behaviour chart used
to reinforce positive
behaviour. Merit
system also used.
1. Before they
help you write
WALT & WILF
What did we do
in last lesson?
2. As you
write
WALT/
WILF
Use prior lesson to pin
point what ch need
help in certain areas
and question and
support them at start
and throughout lesson.
Cross
curricular- it’s
maths but what
are we doing in
IPC?
Wall displays- e.g’s
of what you did on
last lesson (could
have been already
shown in a plenary or
might be on the wall.)
Prior
learning
Openers/
intro linked
to last
lesson?
Compose WALT /
(mostly) WILF with
class input. Have
teacher one ready to
cut and paste as they
suggest.
WILF
Success
criteria
differentiated
Learning
objectives and
success criteria:
WALT & WILF.
Refer back to these
during lesson. These
can be linked to
targets. (English:
finger spaces, full
stops, capitals)
“Have you met your
target?”
Pitched at right level.
Relevant to the rest
of the lesson. Will
the ch make
progress?
Relevant to
the rest of
the lesson?
Will it allow
children to
progress?
Keywords are
there in
Science/ IPC.
(These should
be displayed in
your class)
Top teachers
used to model
English and lead
discussions and
group work.
Children are familiar
with the key vocab in
the topic. They use
this in the lesson to
explain things and
answer questions.
Teacher
pitches
vocab at
right level
for year 1.
Talk for learning.
Allow children to
take the lead in
mini plenaries/
plenary.
Teachers use
interpreters within
the class. Works well
for new children to
the school or children
with less knowledge of
English.
Get children
to ask each
other their
own
questions.
Questioning?
T should give prompt
questions on a sheet for EAL
adults working with a group/
individual.
(open & closed)
Top teachers
could be using a
sheet with
questions on it.
Teacher uses open
and closed
questions and gives
children time to
respond.
Collaborative
learning groups
(speak to Lisa in year
3). All ch have
something to offer
the group.
Groups help each
other in ways that
enable progress to
occur.
(sort through
problems)
Working together,
engagement,
application and
concentration
Op. for peer
assessment of work.
Star and a wish
What is good about
your friends work?
What would you like
them to do next time?
(English fans)
.
After talk partners share
weekend news- let them
go off into bigger groups
so all ch feel their input
is valued (use top
teachers to guide this).
Experts within the
class used to
translate
demonstrate speech
and tasks (top
teachers)
Think pair share
activities- talk
partners. (Mixed
anility pairs)
T and additional adults in the
classroom should allow children
to show independence so
progress can follow. Working on
their own and allowing ch to
make and learn from their
mistakes.
Additional adults
should get a
copy of the plan
so they know
what is
happening in the
lesson.
Support
for
learning.
Additional adults
should have a
prompt sheet for
working with groups
and individuals.
Observation sheets
for specific children
given to additional
adults- could be used
in AEN file.
T’s oral feedback
within a lesson
should be geared
towards children’s
targets and WILF.
Time should be taken
to allow year 1’s to
answer questions in
English, IPC and Maths
books. This may just
be HA at start of year
and then all the groups
by term 2.
Questions should be
linked to the child’s
next steps/ targets.
Marking feedback in
English book should
strictly follow year 1’s
special marking code.
Feedback.
Year 1’s One star and
One wish sheet stuck
weekly into English
books. This is for a
more ‘wordy’ response
for parents in contrast
to the symbolic
marking code.
T. could spend time within
lessons referring to targets.
Perhaps with the specific
group they are working with.
Get them to open the books
and look at their targets.
In year 1 child
specific targets
are in orange
reading records,
maths folders
and English
writing books.
Targets for your own class
should be referred to in
planning- make reference
to groups or individuals.
It’s ok to hand write them
into weekly plans. Type
onto KHDA lesson plans.
Targets
should be
evident in
the back of
books.
Targets.
Ch. should be
aware of how to
get to the next
step/ target so
discuss it with
them.
Targets should be
updated every week
with the children.
Easier if you do it
with your focus
group on a particular
day.