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Setting up a lesson for good progress
Setting up a lesson for good progress
Setting up a lesson for good progress
Setting up a lesson for good progress
Setting up a lesson for good progress
Setting up a lesson for good progress
Setting up a lesson for good progress
Setting up a lesson for good progress
Setting up a lesson for good progress
Setting up a lesson for good progress
Setting up a lesson for good progress
Setting up a lesson for good progress
Setting up a lesson for good progress
Setting up a lesson for good progress
Setting up a lesson for good progress
Setting up a lesson for good progress
Setting up a lesson for good progress
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Setting up a lesson for good progress

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  • 1. Setting up a lesson for good progressThe key principles of learning and making progress are: Making sense of the information Building on existing understanding Learning just beyond current understandingHave clear learning objectives ensures the students can ‘make sense’ of the lesson. But what is are good learning objectives that helps the students KNOW they are going to make progress? Activity 1.
  • 2. The process of learning In its simplest form learning is a 2 step process: 1. Surface or shallow learning – this is the picking up of facts. This can be monitored by simple telling and checking. ‘What is...’ ; ‘how does’ 2. Understanding or deeper leaning – this is making sense of that factual learning – showing they understand. This is much more complex and is not as easy to check. We therefore have to be creative and persistent in setting up methods to ensure this happens and to CHECK it has happened.
  • 3. Effective Learning ObjectivesBy the end of the lesson, you will:2. Know……….3. Understand ……….4. Develop skills in ……..Super-learners will ………
  • 4. WA L TW hat A re weL earning T oday? • • • •
  • 5. You will know you have donewell if you… Have completed the …….. Have produced the original writing on …. Know exactly what level your work is at Be confident in ……..
  • 6. W IL F W hat am I L ooking F or?••••
  • 7. A new way of planning for progressDay: Know:Period: Understand: Develop skills in: Super-learner objective:Starter Activity: Target board Mini whiteboardMain student learning activities: Activities to check progress:End of lesson plenary:
  • 8. What to teach in a single lesson? Scheme of work – stick to it Exam questions – use the wording Coursework criteria – know them and work to the wording ( which of course the children have!) Skill development – tell them why it is useful for them to develop this skill
  • 9. Activities to support makingprogress Pupil engagement in their learning • No copying • Hands-on doing • Visual too • No lecturing • As little of you as possible!!!!!! Activity 2. Pace - no dead time!
  • 10. Checking progress – keyelements ALL students - every last one in the room!!! Not just at the end - do midway through lesson .. Or even better, after EVERY activity Keep going back to the learning objectives and outcomes (and the SUPER LEARNER ONE) Students MUST participate Use variety PLAN PLAN PLAN to check progress – then you really will
  • 11. Students have to see they havemade progress Language of learning Developing skills of self-review Levels and grades – critical to making progress 3 key questions: 1.‘where am I now?’ 2.‘where should I be?’ 3.‘how do I get there?’
  • 12. Language of making progressTeaching children the language of learning is a veryimportant tool. It gives them the skills to talk to youabout their progress. Here are some good exampleswith the learning words highlighted:‘Today you will learn……’‘What have you learned today?’‘What have you learned so far in today’s lesson?’‘You are going to develop the following skills today…….’‘I want you to analyse this work for the following……….using theskills you learned from the business cards’‘If you reach this point you will have made excellent progress’‘Tell me what extras do you need to include for a level 7?’‘I am moving you seats so you will make greater progress Tomand so will the girls you were stopping learning’
  • 13. Some more simple ideas1. Get them to write down 3 things they know about…… at the start of the lesson – then at the end ask them to write down 10 ( do a sum…..then re-do it)2. ‘What have I learned so far today….?’3. ‘What is wrong with this then???’Activity 3.
  • 14. And at the end of a lesson Get the students to CHECK against L. Obj. ( it is ok not to have fully met them!) Have a ‘rounding it all off’ momentActivity 4 – e.g. noughts and crosses Peer assessments …e.g. all stop and look OR swap and grade OR comment on how to improve OR what do I add to get the next grade? Exit cards – Activity 5.
  • 15. An easy self-checking ‘exit card’Checking my progress sheet: Name:…………………………………………..Fill this in and hand it in as you leave. Day and date:………………….Today I made the following amount of Not as much progress as A great deal Some progress progress: I could(Circle what you think)   I learned the following:To improve I now need to: 
  • 16. And finally…… You knowing about the progress isn’t the same as them knowing! You have to check they have learned it They have to know they have learned it Then they will value your lessons, engage in them and make even more progress. Remember …every lesson’s progress adds to their life chances!
  • 17. This is the moment where progress inlessons leads us.. …to our children’s futures.

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