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What makes an outstanding lesson jan 2012
 

What makes an outstanding lesson jan 2012

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Overview of changes to the teaching judgements in the new Ofsted evaluation schedule from January 2012

Overview of changes to the teaching judgements in the new Ofsted evaluation schedule from January 2012

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    What makes an outstanding lesson jan 2012 What makes an outstanding lesson jan 2012 Presentation Transcript

    • What makes an outstanding lesson? 2012 UPDATE Based on OfSted’s evaluation schedule of judgements for schools inspected under section 5 from January 2012 D Drake – October 2011 Advanced Skills Teacher Abbeyfield School – Chippenham http://flavors.me/humanitiesast
    • Overview and comparison
      • The following slides provide information about the new OfSted inspection framework from January 2012 in relation to the quality of teaching judgements
      • A comparison between the descriptors in 2009 is also provided
      • Areas of significant change now included in 2012 but not in the 2009 framework are highlighted in red
    • When evaluating the quality of teaching, inspectors will judge to what extent: 2009 version
      • 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 (not mentioned in 2012)
      • Resources, including other adults, contribute to the quality of the learning
      • 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
    • From January 2012 When evaluating the quality of teaching, inspectors will take into account:
      • the extent to which teachers’ expectations, reflected in their teaching and planning, including curriculum planning, are sufficiently high to extend the previous knowledge, skills and understanding of all pupils in a range of lessons and activities over time
      • how well teaching enables pupils to develop skills in reading, writing, communication and mathematics
      • the extent to which well judged and effective teaching strategies successfully engage pupils in their learning
      • the extent to which teachers secure high quality learning by setting challenging tasks that are matched to pupils’ specific learning needs
      • how well pupils understand how to improve their learning as a result of frequent, detailed and accurate feedback from teachers following assessment of their learning
      Text taken from Ofsted evaluation schedule – Section 5, from January 2012
    • When evaluating the quality of teaching, inspectors will take into account:
      • the extent to which teachers’ questioning and use of discussion promote learning
      • the extent to which the pace and depth of learning are maximised as a result of teachers’ monitoring of learning during lessons and any consequent actions in response to pupils’ feedback
      • the extent to which teachers enthuse, engage and motivate pupils to learn and foster their curiosity and enthusiasm for learning
      • how well teachers use their expertise, including their subject knowledge, to develop pupils’ knowledge, skills and understanding across a range of subjects and areas of learning
      • the extent to which teachers enable pupils to develop the skills to learn for themselves, where appropriate, including setting appropriate homework to develop their understanding
      • the quality of teaching and other support provided for pupils with a range of aptitudes and needs, including for those with special educational needs and/or disabilities, so that their learning improves.
      Text taken from Ofsted evaluation schedule – Section 5, from January 2012
    • What is a ‘Good’ lesson? (2) in 2012
      • As a result of teaching that is mainly good, with examples of outstanding teaching, most pupils and groups of pupils, including disabled pupils and those with special educational needs, are achieving well over time.
      • Teachers have high expectations of all pupils.
      • Teachers in most subjects and key stages use their well developed subject knowledge and their accurate assessment of pupils’ prior skills, knowledge and understanding to plan effectively and set challenging tasks.
      • They use effective teaching strategies that, together with appropriately targeted support and intervention, match most pupils’ individual needs so that pupils learn well across the curriculum.
      • The teaching of reading, writing, communication and mathematics is very efficient.
      • Teachers and other adults enthuse and motivate most pupils to participate.
      • Teaching generally promotes pupils’ resilience, confidence and independence when tackling challenging activities.
      Text taken from Ofsted evaluation schedule – Section 5, from January 2012
    • What is a ‘Good’ lesson? (2) in 2012
      • Teachers regularly listen astutely to, carefully observe and skilfully question groups of pupils and individuals during lessons in order to reshape tasks and explanations to improve learning.
      • Teaching consistently deepens pupils’ knowledge and understanding and teaches them a range of skills including communication, reading and writing, and mathematics across the curriculum.
      • Appropriate and regular homework contributes well to pupils’ learning.
      • Teachers assess pupils’ progress regularly and accurately and discuss assessments with them so that pupils know how well they have done and what they need to do to improve.
      Text taken from Ofsted evaluation schedule – Section 5, from January 2012
    • What is an ‘Outstanding’ lesson? (1) in 2012
      • Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils are making rapid and sustained progress.
      • All teachers have consistently high expectations of all pupils. Drawing on excellent subject knowledge, teachers plan astutely and set challenging tasks based on systematic, accurate assessment of pupils’ prior skills, knowledge and understanding.
      • They use well judged and often imaginative teaching strategies that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum.
      • The teaching of reading, writing, communication and mathematics is exceptional.
      • Teachers and other adults generate high levels of enthusiasm for, participation in and commitment to learning.
      Text taken from Ofsted evaluation schedule – Section 5, from January 2012
    • What is an ‘Outstanding’ lesson? (1) in 2012
      • Teaching promotes pupils’ high levels of resilience, confidence and independence when they tackle challenging activities.
      • Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.
      • Time is used very well and every opportunity is taken to successfully develop crucial skills, including being able to use their literacy and numeracy skills in other subjects.
      • Appropriate and regular homework contributes very well to pupils’ learning.
      • Marking and constructive feedback from teachers and pupils are frequent and of a consistently high quality, which enables pupils to understand how to improve their work, encouraging high levels of engagement and interest.
      Text taken from Ofsted evaluation schedule – Section 5, from January 2012
    • 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?
    • 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?
      • 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?
    • 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?
      • 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.
      • David Drake - October 2011
      • Humanities AST
      • Abbeyfield School – Chippenham
      • http://flavors.me/humanitiesast