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What Makes An Outstanding Lesson
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What Makes An Outstanding Lesson

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A presentation on the characteristics of an outstanding lesson

A presentation on the characteristics of an outstanding lesson

Published in: Education

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  • Excellent resource, and very clear about what makes an outstanding lesson. Thanks.
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  • Thanks for sharing this - a great resource, especially for NQTs. This has just been linked as a bookmark with www.uticked.com.
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  • 1. What makes an outstanding lesson? David Drake Humanities AST Wiltshire
  • 2. Key characteristics
    • 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.
    • Enthusiasm and enjoyment pervade the classroom.
    • 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.
    • All the students are involved in the lesson and all contribute in some form.
  • 3.
    • 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.
    • The teacher checks progress throughout the lesson; assessment is regular and helpful.
    • Students evaluate their own and others' progress accurately and constructively.
    • 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.
  • 4.
    • The teacher develops students' basic and other cross-curricular skills, for example, literacy, numeracy, independent learning and PSHE.
    • Students have easy access to, and make use of, additional resources which they use independently to support or enhance their learning.
    • Students go out of their way to help each other; they provide mutual support.
    • 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.
  • 5. Promoting learning through effective teaching. Ask yourself…
    • When planning the lesson have you…
    • 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?
    • Organised the room layout and resources to maximise learning opportunities?
    • Planned for individual learning needs?
    • 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)
  • 6. At the start of lesson do you…
    • Take the register within first few minutes and record and 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)
  • 7. 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
  • 8.
    • 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)
  • 9.
    • 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?
  • 10. 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?
  • 11. At the end of the lesson do you…
    • Review aims/objectives/activities completed?
    • Ask and check what learners have learnt?
    • 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?
  • 12. Promoting good behaviour
    • Meet and greet
    • Make the first interaction a positive one
    • Ratio of 5:1 Praise versus negative
    • Reward stamps
    • Positive reinforcement
    • Proximity praise
    • Show liking for students
    • Model required behaviour and social skills
  • 13.
    • 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
    • Establishing a clear routine so students feel safe and secure in the classroom
  • 14.
    • Scheme of Work Title Is your plan showing progression?
    Date: Period: Class: Room: Subject: Teacher: L/C:
    • 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?
  • 15.
    • Scheme of Work Title Is your plan showing progression?
    Date: Period: Class: Room: Subject: Teacher: L/C:
    • 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 tasks 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?
  • 16.
    • Scheme of Work Title Is your plan showing progression?
    Date: Period: Class: Room: Subject: Teacher: L/C:
    • 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 tasks 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?
  • 17.
    • Scheme of Work Title Is your plan showing progression?
    Date: Period: Class: Room: Subject: Teacher: L/C:
    • 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 tasks 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?