What makes an Outstanding Lesson? 2009 UPDATE

What makes an outstanding lesson? 2009 UPDATE Based on Ofsted’s new evaluation schedule of judgements for schools inspected under section 5 from September 2009 D Drake Humanities AST Wiltshire http://humanitiesastwiltshire.blogspot.com

The quality of teaching judgements take into account the extent to which:
Teachers and other adults have high expectations of all pupils and ensure effective support is given to accelerate the progress of any pupil who is falling behind their peers
The range of teaching styles and activities sustains pupils’ concentration, application and motivation
Subject knowledge is used to inspire pupils and build their understanding
Time is used effectively
Appropriate use of new technology mazimises learning
Resources, including other adults, contribute to the quality of the learning
Text taken from Ofsted evaluation schedule – Section 5, from September 2009

Lesson planning is linked to current assessment of pupils’ prior learning and differentiated, so that it consolidates, builds upon and extends learning for all pupils
Teachers and adults ensure that pupils know how well they are doing and are provided with clear detailed steps for improvement
Effective questioning is used to gauge pupils’ understanding and reshape explanations and tasks in light of this
Teachers and adults assess pupils’ progress accurately and are alert to pupils’ errors and misconceptions during the lesson so that they can move swiftly to put them right

What is a ‘Good’ lesson? (2)
The teaching is consistently effective in ensuring that pupils are motivated and engaged. The great majority of teaching is securing good progress and learning.
Teachers generally have strong subject knowledge which enthuses and challenges most pupils and contributes to good progress. Good and imaginative use is made of resources, including new technology to enhance learning. Other adults’ support is well focused and makes a significant contribution to the quality of learning.
As a result of good assessment proceedures, teachers and adults plan well to meet the needs of all pupils. Pupils are provided with detailed feedback, both orally and through marking. They know how well they have done and can discuss what they need to to do to sustain good progress.
Teachers listen, observe and question groups of pupils during lessons in order to reshape tasks and explanations to improve learning

What is an ‘Outstanding’ lesson? (1)
Teaching is at least good and much is outstanding, with the result that the pupils are making exceptional progress. It is highly effective in inspiring pupils and ensuring that they learn extremely well. Excellent subject knowledge is applied consistently to challenge and inspire pupils.
Resources including new technology, make a marked contribution to the quality of learning, as does the precisely targeted support provided by other adults.
Teachers and other adults are acutely aware of their pupils’ capabilities and of their prior learning and understanding, and plan very effectively to build on these.
Marking and dialogue between teachers, other adults and pupils are consistently of a very high quality. Pupils understand in detail how to improve their work and consistently supported in doing so.
Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with striking impact on the quality of learning.

So how do you teach ‘outstanding’ lessons? Paul Adams, 2003 Effective learning arises from open-ended, challenging problem-solving exercises. Effective learning stems from efficient transfers of information. Learning is an active process. Learning consists of stimulus –response relationship, and is passive in nature. Students construct their own learning questions. Teacher generated questions are used to elicit understanding. Learning processes are student-centred and involve group and individual activities. Learning is teacher-centred, didactic, with carefully-guided activities to support learning. Teacher as organiser, and but one source of information. Teacher as all-knowing oracle. Constructivist (lesson ceiling: ‘outstanding’) Objectivist (lesson ceiling: ’good’)

Choose appropriate teaching and learning styles:
We Learn:
10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what we discuss with others
80% of what we experience for ourselves
95 % of what we teach

Features of ‘outstanding’ lessons: Clear objectives Behaviour for Learning Opportunities for review Questioning for depth not content Pace Modelling Co-operative learning Appropriate seating arrangements Assessment for Learning Differentiation Features

Promoting learning through effective teaching. Ask yourself…
When planning the lesson have you…
Provided a lesson plan appropriate for the learning needs of the group and the demands of the subject?
Organised the room layout and resources to maximise learning opportunities – why are the students sitting where they are, does this help learning to take place?
Planned for individual learning needs – Differentiation for SEN and AG&T?
Provided an appropriate pack for an observer – lesson plan, IEPs, group/individual profiles, assignment records etc (Select as appropriate; do not overdo as this can be counter-productive)

At the start of lesson do you…
Take the register within first few minutes and record/challenge lateness appropriately?
Start with re-cap of previous lesson and involve learners in this to consolidate and reinforce learning?
Record clear learning objectives or outcomes of the lesson and share these with learners? (They should know what they are there for)

During the lesson do you…
Vary teaching and learning activities to:
hold learners’ interests
meet a range of learning styles and abilities
actively engage learners in the learning process
Ensure that learners are given clear information and guidance throughout the lesson. (Tell them if you want them to do something such as take notes)
Show interest and enthusiasm for the subject and create a positive and constructive atmosphere for learning? (Your manner and approach will inspire or disengage learners)
Ensure that the pace of activities is appropriate for: subject level, stage of course, individual learning needs

Manage different learning needs in the group? (Through extension activities, differentiated resources, structured group work activities, varied levels of support etc)
Use appropriate teaching and learning resources effectively and creatively to support and promote learning? (Remember, of all the senses, sight has the most impact on learning)
Link learning content to previous learning and experience and use topical and vocationally relevant examples to explain and clarify the lesson content?
Use effective questioning skills and appropriate assessment activities to regularly review and check learning throughout the lesson? (All learners not just some)

Provide small, achievable goals
Challenge persistent poor behaviour in a manner which minimises disruption to others and allows the pupil the chance to make amends
Work the room!
Talk to individuals at their level
Establish a clear routine so students feel safe and secure in the classroom

Ensure all learners are actively involved in the learning tasks and are working productively and co-operatively on them?
Provide clear feedback on progress – written or verbal (as appropriate) – within the lesson?
Demonstrate highly effective communication and group management skills appropriate to the age of the learners and level of the qualification?
Ensure that all language, resources and learning approaches used, positively promote an inclusive learning atmosphere based on respect for difference and diversity?

Do you check…
Language and terminology – in course material, in what you say and in what the learners do and say?
Stereotypical attitudes – oral and written?
Gender or racial bias in the organisation or balance of learner contribution?
Breadth and appropriateness of assessment activities to ensure that they reflect a diversity of approach to learning?
The physical environment and how this might impact on learning?

At the end of the lesson do you…
Review aims/objectives/activities completed?
Ask and check what learners have learnt using a variety of methods?
Check to see if any elements are still outstanding and need to be carried over to the next lesson?
End with a forward look to the next lesson so that learners can see the links & are motivated to attend?
Bring the lesson to a clear close?

Outstanding lesson - Is your plan showing progression? Date: Period: Class: Room: Subject: Teacher:
Aims and Objectives:
Are they clear?
Can they be measured and evaluated?
Do learners know and understand them?
What is the position in SoW?
Resources:
Do these meet the aims?
Do they take account of the way different students learn?
Can all students access them?

Are they clear?
Resources:
Starter :
Is there any recap to last lesson?
Does this involve learner input?
Main Work :
Does it promote independent learning?
Is there a variety of activities?
Are questions (discussion or written) clear?- they should not be ambiguous or rely on knowledge the student may not have.
Is research targeted? –Not just go and find out about… but with examples of what you want or ideas of where to start.
Are there written instructions to support verbal ones?
Do pupils understand how this task meets on/all of the learning objectives?
Do you know what finished work will look like?- model/show examples.
Plenary : Would a learning diary work? How will checking learning affect what happens next lesson? Has everyone met the objectives?

Are they clear?
Resources:
Starter :
Is there any recap to last lesson?
Does this involve learner input?
Main Work :
Does it promote independent learning?
Is there a variety of activities?
Are questions (discussion or written) clear?- they should not be ambiguous or rely on knowledge the student may not have.
Is research targeted? –Not just go and find out about… but with examples of what you want or ideas of where to start.
Are there written instructions to support verbal ones?
Do pupils understand how this task meets on/all of the learning objectives?
Do you know what finished work will look like?- model/show examples.
Differentiation: Is there a variety of activities on offer so that students can pick a way forward which suits them but will meet the objectives? How will you deal with practicalities of student who needs support. Homework : Do students know the reason for this task? Have you provided written instructions? Is the deadline manageable and clear? Notes : Could you consider room layout? Plenary : Would a learning diary work? How will checking learning affect what happens next lesson? Has everyone met the objectives?

‘ Outstanding’ lessons
It would be very difficult to demonstrate all the features mentioned in this presentation in one single lesson.
If you do many of these things regularly, any observer will pick this up by looking at student work and by talking to the students in the lesson.

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What makes an Outstanding Lesson? 2009 UPDATE

by D Drake

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