Today we will investigate what makes a good lesson, so that we can maximise our effectiveness in the classroom. … and hopefully I can model one!
(Individually) List as many things as you can that need to happen for a lesson to be effective. Think about what the teacher needs to do as well as the students. (3 mins)
(Pairs) Share & compare your list with a partner. Agree on the 3 most important elements. Record & post on WB in like groups. (5 mins)
Learning Objectives Starter Episode 1 Episode 2 Episode 3 Plenary PACE ENGAGEMENT CHALLENGE ASSESS. for LEARNING Questions Explanations Modelling Thinking PLANNING OFSTED Office for Standards in Education
‘ When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning. (Dr. Robert J. Marzano)
(From: Collaborative Coaching and Learning (CCL) in Boston’s Public Schools) Lesson
How do we make a lesson more engaging? Engagement Entertainment (Steinberg 2008) Doing what we want them to do
Read: ‘ Paired and group work for Secondary school students in mathematics’ (Roger Ray) Highlight 3 sentences or phrases that have meaning for you and be prepared to share one of them.
Has anyone read ‘Results Now’ by Mike Schmoker? <ul><li>Students need to know what they are learning (and why) </li></ul><ul><li>Explicit teaching </li></ul><ul><li>Students practice independently </li></ul><ul><li>Show students what ‘at level’ work looks like </li></ul><ul><li>Assess to see if they have learned it </li></ul><ul><li>Rub out the ‘Crayola Curriculum’ </li></ul>
<ul><li>What makes a good lesson? </li></ul><ul><li>Clear Purpose </li></ul><ul><li>Teacher-led workshop (mini-lesson) </li></ul><ul><li>Guided/Independent Practice </li></ul><ul><li>Formative Assessment </li></ul><ul><li>Reflection </li></ul>WALT & TIB 25-30 mins Nasty new VELS words 10 mins max think & talk in pairs
How do we quickly find out if the students have ‘got it’ without creating 3 hours of marking? Formative Assessment This feedback determines what we do next lesson. We discover students’ misunderstandings and can reteach if necessary. It’s too late if we wait till the topic test to find out.
Good lessons are well planned The structure which follows gives a sensible overall shape for most lessons <ul><li>A) Clear learning objectives in ‘pupil speak’ B) Clear learning outcomes in ‘pupil speak’ (what pupils must produce. </li></ul><ul><li>An exciting short starter to stimulate enthusiasm, promote thinking and to engage the pupils from the start. May or may not be related to main lesson topic. </li></ul><ul><li>A series of short episodes addressing different learning styles where possible – appropriate deployment of learning strategies. </li></ul><ul><li>A plenary – draws together learning BUT is not just a summary. It must re-engage, review, test understanding, apply learning. Try to make it active for pupils rather than teacher reiteration. </li></ul><ul><li>Assessment for learning – formative assessment should be seen in every lesson – teacher Q and A, pupil self review against learning objectives, outcomes of problem solving, application of learning, all provide opportunities. Without this a lesson will be UNSATISFACTORY </li></ul>OFSTED Office for Standards in Education
And what about reflection? Is it essential that students write? ‘ Only when students can articulate in writing the basic principles they are learning … can we be sure that they are internalising those principles in an intellectually coherent way. (Dennis Sparkes 2005) Answer in your workbooks: What have you learned today? What is important to remember? Where can you use this?
<ul><li>What is one thing from this session that you can try this week in your classes? </li></ul><ul><li>Write on a post-it. </li></ul><ul><li>Share with the group. </li></ul><ul><li>Stick post-it on whiteboard. </li></ul>