Resourcd File

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  • Discuss
  • Discuss any experiences delegates have had of this.
  • Discuss, requirements of spec and sheer content sometimes mean we have to rush through things. Refer delegates to outstanding teaching article.
  • Discuss issues that may arise.
  • Shameless plug!!! Show delegates Toolkit from Psychexchange.
  • Ask for ideas from delegates
  • Discussion of criteria.
  • Ask delegates which aspects they think are the most important, discuss problems.
  • Refer delegates to lesson planning proforma and observation proforma. Activity ask delegates to look at lesson plan in the pack, ask them to discuss in pairs how it would be improved, what are their school’s priorities, what needs to be changed?.
  • Refer delegates to questioning resource.
  • Discuss forms of assessment.
  • Copy of examiner’s report in pack
  • Resourcd File

    1. 1. Outstanding teachingOutstanding teaching approaches to reach theapproaches to reach the top gradestop grades Deb Gajic Friday July 5th 2013
    2. 2. OFSTED MYTHS & TRUTHSOFSTED MYTHS & TRUTHS What do you know about OFSTED? Complete the true or false quiz. Anything surprise you?
    3. 3. Stop Press!!!Stop Press!!!  May 2012 : • all schools are likely only to be notified of an inspection the afternoon before the inspection begins • schools will be required to provide anonymised information on the performance management of all teachers and inspectors will consider the link between performance management and teachers' pay progression • schools may only be judged as outstanding overall if their teaching is judged as outstanding • there will be a new category of 'requires improvement' to replace the current 'satisfactory' category • schools which have the judgement 'requires improvement' will have earlier re-inspections than is currently the case, usually within a maximum of two years • schools that remain in the new category 'requires improvement' after 3 consecutive full inspections are likely to be placed in special measures
    4. 4. 1. Planning an outstanding1. Planning an outstanding provisionprovision
    5. 5. 1. Planning an outstanding provision1. Planning an outstanding provision Know the specification and know your students! One size doesn’t fit all What can be an outstanding lesson with one group of students, could well be inadequate with another group Exam Board websites– See your examination officer for login details
    6. 6. 1. Planning an outstanding provision1. Planning an outstanding provision Failure to prepare is preparing to fail There is no secret to outstanding teaching it requires hard work and commitment However, don’t be too hard on yourself, no-one can be outstanding every day, in every lesson
    7. 7. 1. Planning an outstanding provision1. Planning an outstanding provision Planning should be flexible and adapt to the needs of students. Plan student activities, rather than teacher input. Aim for 80% student, 20% teacher. Take into account interests and abilities of your students, also physical constraints such as room size, access to equipment etc.
    8. 8. 1. Planning an outstanding provision1. Planning an outstanding provision Network Set up local groups to discuss ideas Use Psychexchange http://resourcd.com/@psychexchange/ Use the ATP www.theatp.org Use Social Media to communicate with students safely www.edmodo.com or your school VLE
    9. 9. 2. Outstanding teaching2. Outstanding teaching
    10. 10. 2. Outstanding teaching2. Outstanding teaching What makes an Outstanding Lesson? According to OFSTED: -
    11. 11. 2. Outstanding teaching2. Outstanding teaching  The quality of teaching (OFSTED 2012)  We propose to judge the quality of teaching by giving particular attention to how well:  teachers demonstrate high expectations, enthuse, engage and motivate pupils so that they learn and make progress  teachers set challenging tasks  teachers use their expertise to deepen pupils’ subject knowledge and understanding and teach them the skills needed to learn for themselves  teachers assess pupils’ progress, provide them with constructive feedback, and plan lessons to match their needs  teaching and other support provides for each pupil’s individual needs including those of disabled pupils and pupils with special educational needs  how effectively pupils are taught to read and to develop their skills in literacy.
    12. 12. 2. Outstanding teaching2. Outstanding teaching A little vague!!!!! Your own school/college may have clearer guidelines – in your pack are The Polesworth School lesson observation criteria. How would you summarise an Outstanding lesson?
    13. 13. 2. Outstanding teaching2. Outstanding teaching Summary: - Engaging, interesting and informative Clear learning objectives Students on task Clear assessment opportunities linked to lesson outcomes Good use of resources Range of activities Good classroom management Student centred, not teacher led Differentiation etc…….
    14. 14. 2. Outstanding teaching2. Outstanding teaching Plan in accordance with your institution’s requirements Ask for copies of lesson plan and observation proformas Know what your observer is looking for, give them what they want!!! Ask to observe colleagues in other depts, this can be inspirational
    15. 15. 5 minute lesson plan!5 minute lesson plan! http://www.youtube.com/watch?feature=play In pairs use the 5 minute lesson plan proforma to plan a lesson together. You have 5 minutes. Swap your plan with another pair. Could their plan be improved? Constructive criticism please!
    16. 16. 2. Outstanding teaching2. Outstanding teaching Assessment for Learning (AFL) Outstanding Questioning Improving questioning was one of the keys to raising attainment identified by Black and Wiliam in Inside the Black Box.
    17. 17. 2. Outstanding teaching2. Outstanding teaching Research Findings: - Teachers ask between 300-400 questions a day! Most questions are answered in less than a second, often by the teacher! Students are afraid of being wrong and looking silly. Students need to ask questions. Most questions are lower-order. Asking more higher order questions can raise attainment.
    18. 18. 2. Outstanding teaching2. Outstanding teaching
    19. 19. 2. Outstanding teaching2. Outstanding teaching Lower order: - Comprehension & Knowledge. Lower-order questions may simply call for a memorised fact. Higher order: - Application, Evaluation, Synthesis & Analysis. Higher-order ones will invite the pupil to explore an idea and give a more expansive answer – these increase attainment.
    20. 20. 2. Outstanding teaching2. Outstanding teaching Assessment Outstanding lessons contain opportunities for peer and self-assessment. In order to do this effectively, students must be able to interpret mark schemes! Your classroom must be a safe environment for students to evaluate each others’ work. How do you create that environment?
    21. 21. 3. Improving examination3. Improving examination performanceperformance
    22. 22. 3. Improving examination3. Improving examination performanceperformance Read the examiner’s report Request copies of exam scripts (Top, Middle and Bottom) Don’t be afraid to query results Know and understand your value added figures, be prepared to explain them Know National Statistics for Psychology Keep records of any issues that arise or interventions you make Consider becoming an examiner!
    23. 23. 3. Improving examination3. Improving examination performanceperformance One size doesn’t fit all Be prepared to innovate and adapt Steal other people’s good ideas Network
    24. 24. 3. Improving examination3. Improving examination performanceperformance Any Questions? Thank you

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