T4LP Session 3
Upcoming SlideShare
Loading in...5
×
 

T4LP Session 3

on

  • 408 views

 

Statistics

Views

Total Views
408
Views on SlideShare
408
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • This will be on the wall for staff to do as they enter.
  • My vision will be revisited as the goal of the T4LP systems and work, and what all the systems are based around.
  • The context of the session will be put into focus – talking about the progression from big picture to medium term planning to lesson planning.
  • Outcomes of today’s session introduced to staff.
  • Lesson Plan proforma introduced at this point – with exemplar to illustrate the elements filled in. As well as the quote I will also refer to my previous experience of how it helped in my previous school. Teachers allowed 5 mins to discuss the proforma in terms of how they would approach it.
  • Reiterate challenges – emphasize challenge 2 as where DDI informs content. After delivery staff to consult and discuss lesson proforma in terms of what they would do and write in the proforma for these challenges.
  • Reiterate challenges – use video clips to emphasize key points. I am considering asking Louise, Tom and Debbie to talk through their clips regarding what they did and why they did it, to show a more team approach. After delivery staff to consult and discuss lesson proforma in terms of what they would do and write in the proforma for these challenges.
  • Reiterate challenges – use video clips to emphasize key points. I am considering asking Louise, Tom and Debbie to talk through their clips regarding what they did and why they did it, to show a more team approach. After delivery staff to consult and discuss lesson proforma in terms of what they would do and write in the proforma for these challenges.
  • Faculty time task introduced, with warning that you cannot blindly use a plan, but can tweak it to suit your class. Expectations of e-mailing plan by end of day to any SLT that visits also expressed.

T4LP Session 3 T4LP Session 3 Presentation Transcript

  • The GHS Challenges
    • Discuss in your PLG’s how you have changed your practice in response to the GHS challenges in terms of:
    • - What are they?
    • - Which did you already do?
    • - Which have you successfully implemented and how?
    • - Which have you struggled with?
  • “ All students in Goole High school will make outstanding progress, within lessons that are both engaging and creative, but focused upon progress, within an environment that is rigorous and organized. “
  • Context T4LP Training Thursday Wednesday “ The vision for T4LP – the big picture” “ Medium Term Outcome Planning.” Friday “ Planning the Outstanding Lesson.”
  • Outcomes
    • Staff able to plan a lesson with clearly measurable outcomes.
    • Staff able to plan a lesson to show and demonstrate the Goole High School challenges.
    • Staff able to plan a lesson that will secure and demonstrate progress in line with a common lesson format.
  • The Need for Consistency
    • “ To develop great learning……Use an agreed checklist of what constitutes great learning to help plan your lessons. Make sure all the elements are incorporated.”
    • Alistair Smith
    • “ High Performers – the Secrets of Successful Schools”
    • We have such a checklist – the GHS challenges.
    • So we need to use a lesson plan proforma to show a consistent approach to T4LP with year 10, that shows the challenges and how we address them.
  • The Challenges 1
    • 1. Actively demonstrate the four cultural virtues at all times.
    • 2 Plan lessons using progress data from previous lessons to inform their construction. Lessons should never be an isolated event, but part of a series.
    • 3. Plan lessons with outcomes that are clearly measurable, with verbs that are definite and non-ambiguous, and that clearly show the level of attainment.
    • 4. Start every lesson with a starter that students are able to commence as they walk into the room. This should link what was learnt last lesson to what is going to be learnt this lesson.
  • The Challenges 2
    • 4. Plan so that majority of lesson (more than 40mins) involves students working themselves, in groups or individually. Not talk to a whole class for more than 10mins at a time.
    • 5. Communicate outcomes in a way that all students are aware of what they are, where they currently are within them, and what their next level of challenge is. They are also all now communicated in terms of level 2 “Grade”. VIDEO
    • 6. Not repeat exercises for those who have excelled. We need to have alternative exercises/activities of increased level of challenge in this case.
    • 7. Use Questioning and pick those who respond – no hands up! VIDEO
  • The Challenges 3
    • 9. Refer back to outcomes at lest every 15mins – and at every change in activity to explain what the activity is linked to. VIDEO
    • 10. Set homework at least every 3 hours of teaching that acts as a lead in to the next lesson.
    • 11. End lessons with a plenary activity that allows students to clearly see how they have progressed over the session, and also informs us for next stage of learning, and then follow this up with a description of what is going to be studied next lesson.
    • 12. Mark books at least every 6 hours of teaching – giving a grade for achievement and two comments, one for praise and one area for improvement, in WWW and EBI form.
  • The Task
    • Taking your weekly plan for cycle 4 and break it down into lesson by lesson outcomes for Year 10.
    • Then use the proforma to plan lessons for Year 10 that will address the challenges.
    • Organise your faculties to have a central place for the plans – so that people can share and use each others.