What Makes An Outstanding Lesson

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A presentation on the characteristics of an outstanding lesson

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What Makes An Outstanding Lesson

  1. 1. What makes an outstanding lesson? David Drake Humanities AST Wiltshire
  2. 2. Key characteristics <ul><li>All students are challenged and make good progress, especially those at the ends of the ability range and those who lack confidence; some make exceptional progress; a lot of ground is covered in the lesson but stragglers are not left by the wayside. </li></ul><ul><li>Enthusiasm and enjoyment pervade the classroom. </li></ul><ul><li>The teaching is exciting and interesting (for example, through use of stimulating resources or other adults in the lesson); it may be inspired, although it doesn't have to be. </li></ul><ul><li>All the students are involved in the lesson and all contribute in some form. </li></ul>
  3. 3. <ul><li>Teaching methods are very well matched to the content and to the learners - some may be original or innovative; for example, content closely linked to students' experiences or to interesting practical situations. </li></ul><ul><li>The teacher checks progress throughout the lesson; assessment is regular and helpful. </li></ul><ul><li>Students evaluate their own and others' progress accurately and constructively. </li></ul><ul><li>All students know how to improve as a result of regular and constructive feedback; where appropriate this is linked to the national curriculum or examination requirements. </li></ul>
  4. 4. <ul><li>The teacher develops students' basic and other cross-curricular skills, for example, literacy, numeracy, independent learning and PSHE. </li></ul><ul><li>Students have easy access to, and make use of, additional resources which they use independently to support or enhance their learning. </li></ul><ul><li>Students go out of their way to help each other; they provide mutual support. </li></ul><ul><li>The classroom is a lively and interesting place; it includes good displays of students' work (representing all abilities), things which give a subject specific flavour to the room, and annotated examples of levelled work used to support learning. </li></ul>
  5. 5. Promoting learning through effective teaching. Ask yourself… <ul><li>When planning the lesson have you… </li></ul><ul><li>Provided a detailed and effective scheme of work and lesson plan appropriate for the learning needs of the group and the demands of the subject? </li></ul><ul><li>Organised the room layout and resources to maximise learning opportunities? </li></ul><ul><li>Planned for individual learning needs? </li></ul><ul><li>Provided an appropriate pack for an observer – Scheme, lesson plan, IEPs, group/individual profiles, assignment records etc (Select as appropriate; do not overdo as this can be counter-productive) </li></ul>
  6. 6. At the start of lesson do you… <ul><li>Take the register within first few minutes and record and challenge lateness appropriately? </li></ul><ul><li>Start with re-cap of previous lesson and involve learners in this to consolidate and reinforce learning? </li></ul><ul><li>Record clear learning objectives or outcomes of the lesson and share these with learners? (They should know what they are there for) </li></ul>
  7. 7. During the lesson do you… <ul><li>Vary teaching and learning activities to: </li></ul><ul><ul><li>hold learners’ interests </li></ul></ul><ul><ul><li>meet a range of learning styles and abilities </li></ul></ul><ul><ul><li>actively engage learners in the learning process </li></ul></ul><ul><li>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) </li></ul><ul><li>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) </li></ul><ul><li>Ensure that the pace of activities is appropriate for: subject level, stage of course, individual learning needs </li></ul>
  8. 8. <ul><li>Manage different learning needs in the group? (Through extension activities, differentiated resources, structured group work activities, varied levels of support etc) </li></ul><ul><li>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) </li></ul><ul><li>Link learning content to previous learning and experience and use topical and vocationally relevant examples to explain and clarify the lesson content? </li></ul><ul><li>Use effective questioning skills and appropriate assessment activities to regularly review and check learning throughout the lesson? (All learners not just some) </li></ul>
  9. 9. <ul><li>Ensure all learners are actively involved in the learning tasks and are working productively and co-operatively on them? </li></ul><ul><li>Provide clear feedback on progress – written or verbal (as appropriate) – within the lesson? </li></ul><ul><li>Demonstrate highly effective communication and group management skills appropriate to the age of the learners and level of the qualification? </li></ul><ul><li>Ensure that all language, resources and learning approaches used, positively promote an inclusive learning atmosphere based on respect for difference and diversity? </li></ul>
  10. 10. Do you check… <ul><li>Language and terminology – in course material, in what you say and in what the learners do and say? </li></ul><ul><li>Stereotypical attitudes – oral and written? </li></ul><ul><li>Gender or racial bias in the organisation or balance of learner contribution? </li></ul><ul><li>Breadth and appropriateness of assessment activities to ensure that they reflect a diversity of approach to learning? </li></ul><ul><li>The physical environment and how this might impact on learning? </li></ul>
  11. 11. At the end of the lesson do you… <ul><li>Review aims/objectives/activities completed? </li></ul><ul><li>Ask and check what learners have learnt? </li></ul><ul><li>Check to see if any elements are still outstanding and need to be carried over to the next lesson? </li></ul><ul><li>End with a forward look to the next lesson so that learners can see the links & are motivated to attend? </li></ul><ul><li>Bring the lesson to a clear close? </li></ul>
  12. 12. Promoting good behaviour <ul><li>Meet and greet </li></ul><ul><li>Make the first interaction a positive one </li></ul><ul><li>Ratio of 5:1 Praise versus negative </li></ul><ul><li>Reward stamps </li></ul><ul><li>Positive reinforcement </li></ul><ul><li>Proximity praise </li></ul><ul><li>Show liking for students </li></ul><ul><li>Model required behaviour and social skills </li></ul>
  13. 13. <ul><li>Provide small, achievable goals </li></ul><ul><li>Challenge persistent poor behaviour in a manner which minimises disruption to others and allows the pupil the chance to make amends </li></ul><ul><li>Work the room! </li></ul><ul><li>Talk to individuals at their level </li></ul><ul><li>Establishing a clear routine so students feel safe and secure in the classroom </li></ul>
  14. 14. <ul><li>Scheme of Work Title Is your plan showing progression? </li></ul>Date: Period: Class: Room: Subject: Teacher: L/C: <ul><li>Aims and Objectives: </li></ul><ul><li>Are they clear? </li></ul><ul><li>Can they be measured and evaluated? </li></ul><ul><li>Do learners know and understand them? </li></ul><ul><li>What is the position in SoW? </li></ul><ul><li>Resources: </li></ul><ul><li>Do these meet the aims? </li></ul><ul><li>Do they take account of the way different students learn? </li></ul><ul><li>Can all students access them? </li></ul>
  15. 15. <ul><li>Scheme of Work Title Is your plan showing progression? </li></ul>Date: Period: Class: Room: Subject: Teacher: L/C: <ul><li>Aims and Objectives: </li></ul><ul><li>Are they clear? </li></ul><ul><li>Can they be measured and evaluated? </li></ul><ul><li>Do learners know and understand them? </li></ul><ul><li>What is the position in SoW? </li></ul><ul><li>Resources: </li></ul><ul><li>Do these meet the aims? </li></ul><ul><li>Do they take account of the way different students learn? </li></ul><ul><li>Can all students access them? </li></ul><ul><li>Starter : </li></ul><ul><li>Is there any recap to last lesson? </li></ul><ul><li>Does this involve learner input? </li></ul><ul><li>Main Work : </li></ul><ul><li>Does it promote independent learning? </li></ul><ul><li>Is there a variety of activities? </li></ul><ul><li>Are questions (discussion or written) clear?- they should not be ambiguous or rely on knowledge the student may not have. </li></ul><ul><li>Is research targeted? –Not just go and find out about… but with examples of what you want or ideas of where to start. </li></ul><ul><li>Are there written instructions to support verbal ones? </li></ul><ul><li>Do tasks understand how this task meets on/all of the learning objectives? </li></ul><ul><li>Do you know what finished work will look like?- model/show examples. </li></ul>Plenary : Would a learning diary work? How will checking learning affect what happens next lesson? Has everyone met the objectives?
  16. 16. <ul><li>Scheme of Work Title Is your plan showing progression? </li></ul>Date: Period: Class: Room: Subject: Teacher: L/C: <ul><li>Aims and Objectives: </li></ul><ul><li>Are they clear? </li></ul><ul><li>Can they be measured and evaluated? </li></ul><ul><li>Do learners know and understand them? </li></ul><ul><li>What is the position in SoW? </li></ul><ul><li>Resources: </li></ul><ul><li>Do these meet the aims? </li></ul><ul><li>Do they take account of the way different students learn? </li></ul><ul><li>Can all students access them? </li></ul><ul><li>Starter : </li></ul><ul><li>Is there any recap to last lesson? </li></ul><ul><li>Does this involve learner input? </li></ul><ul><li>Main Work : </li></ul><ul><li>Does it promote independent learning? </li></ul><ul><li>Is there a variety of activities? </li></ul><ul><li>Are questions (discussion or written) clear?- they should not be ambiguous or rely on knowledge the student may not have. </li></ul><ul><li>Is research targeted? –Not just go and find out about… but with examples of what you want or ideas of where to start. </li></ul><ul><li>Are there written instructions to support verbal ones? </li></ul><ul><li>Do tasks understand how this task meets on/all of the learning objectives? </li></ul><ul><li>Do you know what finished work will look like?- model/show examples. </li></ul>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?
  17. 17. <ul><li>Scheme of Work Title Is your plan showing progression? </li></ul>Date: Period: Class: Room: Subject: Teacher: L/C: <ul><li>Aims and Objectives: </li></ul><ul><li>Are they clear? </li></ul><ul><li>Can they be measured and evaluated? </li></ul><ul><li>Do learners know and understand them? </li></ul><ul><li>What is the position in SoW? </li></ul><ul><li>Resources: </li></ul><ul><li>Do these meet the aims? </li></ul><ul><li>Do they take account of the way different students learn? </li></ul><ul><li>Can all students access them? </li></ul><ul><li>Starter : </li></ul><ul><li>Is there any recap to last lesson? </li></ul><ul><li>Does this involve learner input? </li></ul><ul><li>Main Work : </li></ul><ul><li>Does it promote independent learning? </li></ul><ul><li>Is there a variety of activities? </li></ul><ul><li>Are questions (discussion or written) clear?- they should not be ambiguous or rely on knowledge the student may not have. </li></ul><ul><li>Is research targeted? –Not just go and find out about… but with examples of what you want or ideas of where to start. </li></ul><ul><li>Are there written instructions to support verbal ones? </li></ul><ul><li>Do tasks understand how this task meets on/all of the learning objectives? </li></ul><ul><li>Do you know what finished work will look like?- model/show examples. </li></ul>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?

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