We cannot be outstanding all of the timeWe can only strive to constantly try to improveOutstanding teachers sometimes have a less than outstanding lessonThis does not make them bad teachers
OTI begins with Steven Covey’s maxim – start with the end in mind. End point in education is to do with liberating the thinking of learners and to make them independent.We argue for whole class autonomy which will happen if learners are more aware of thinking strategies, are resilient, intellectually curious.WE also see autonomy as interdependence rather than isolated intellectualsEngagement crucial. Moving to a state of ‘Flow’ complete ABSORBTION.In this session we are focussing on creating more flow in our lessons because without engagement we can’t do any of the others!Challenge is at the heart of learning. Questioning is at the heart of curiosity. Central to assessment, asking students to think deeply, part of feedback. Questioning provides the framework for ‘stuckness’ leading to problem solving, discussion, Feedback – Wiliam and Balck ‘inside the black box’ moved assessment for learning to driving seat. There is power in knowing where you are and where you need to get to Need to create an environment where learners develop growth mindsets (AND TEACHERS)
Who stole the chocolate cake from the Head teachers’ office? We’ve got to solve the mystery code to find out…..
Yr 1 take turns to point at a cell and use maths words.
Story writing in primary (yr4)
Could we use it in maths?
Get delegates to analyse the descriptors for levels 1a and 2b. How are they different? Who is doing what at these different levels? Where are their classes usually? What is stopping them from moving their classes up levels?Tell delegates we will use these levels to plan and assess the observed lesson. Get them to use the levels to collaboratively plan later in the session.
Take a large piece of paper and draw a Venn diagram. This activity explores what might be known as “Cheesy Music”. Ask teachers to categorise the 15 artists rather than the songs as either Cheese, Pop, Both or neither (outside the Venn). They can use the photographs to do this.Unpick according to Bloom. “Now where are we working?” Answer – Analysis, Comprehension, Evaluation – the very nature of the activity stimulates deeper thinking.
An example from teacher Neil Morris. His class now have shared language about ‘the Pit’. They can say where they are and can work together and with their teacher to get out of the Pit.
See Training manual for A4 version of this diagram. There is a detailed section on Mindsets which explains how important they are for learning and progress.This particular diagram explores how two different people can process challenge in different ways. Those with fixed mindsets regard challenge/obstacles as painful and they soon give up. These fixed mindset people tend to overly compare their whole selves to other and in so doing see the success of others as a threat.In contrast growth mindset people enjoy challenges. Facilitate a conversation between interventionees on their own fixed mindsets. Share a few of your own! In particular, start to focus on how mindsets can or have been changed in either yourself or learners that we have taught or are teaching.
The glue to all of the Big Four is FEEDBACK. You cannot ENGAGE a class until you get FEEDBACK about what engages them (so this informs our planning). You cannot CHALLENGE a class appropriately unless you know the ability level (ZPD) of each learner. Without the ability to be open to FEEDBACK and the ability to give FEEDBACK then they will not develop the skills and attitudes to be INDEPENDENT LEARNERS. This is the final and important ingredient to understand the BIG FOUR.Never forget that school is a means to an end not an end in itself! Lets explore feedback. In this module we will explore the concept and many different AFL tools.
From good to outstanding teaching at St Nicholas!
St Nicholas C of E Primary School
October 25th 2013
To reflect on our own practice as educators
To create consistently effective and outstanding
To consider strategies and tools that will make us even
A quick activity………
Write down the first ten words that come into your head connected to the word………
Facets of outstanding
A level of challenge
Effective monitoring and assessment
Enthusiasm, engagement and motivation
Development of independent learners
The BIG FOUR
We achieve the BIG FOUR
What do YOU wish to achieve?
Being resourced and motivated
Taking action with yourself first
Being responsible for the outcome
Adjusting action and modelling
Uses of a 6x6 grid….
Practising a skill
Making links (e.g. cause-effect)
Sequencing - Stages in a process
The idea of “FLOW”
Tasks are appropriately challenging
Teacher input is minimal*
Class have the necessary learning skills
Immediate feedback is given
Goals are clear and worthwhile
Tasks are intrinsically motivating
Time begins to stretch
The power of FLOW
Outstanding lessons contain lots of Flow. This is when
learners work independently and are in deep
concentration and totally immersed in their learning.
They are doing what they want to do, not what they
have to do.
To create flow we need to apply the six key elements we
looked at in the last slide
It‟s time to level up as a
Where are you now?
How do you know?
Consider the level descriptors in your pack….what best
Can you prove it? (you might have to at some stage)
Levelling-up: Engagement (Flow)
The students demonstrate that they are highly motivated and possess excellent
learning dispositions. Students are clearly in FLOW most/all of the time. The students
are highly engaged through their own curiosity and enjoyment of the learning/struggle
to learn. The teacher has created a student-led lesson (20:80), and acts as activator
and challenger. Students are enjoying opportunities to express themselves creatively in
a variety of ways and are making rapid progress.
The whole class seem to be highly engaged and are making significant progress in understanding new
ideas/concepts through participating in the classroom activities. FLOW is evident for the students as the
teacher skilfully creates a student-led lesson (30:70). All discussions are purposeful and there is evidence
that students are showing initiative and creativity. Many intrinsic motivators appear
to be present.
Nearly all of the students seem to be engaged by the activities and there is clear evidence of
enjoyment/understanding why the learning is important. Teacher/student input (40:60) and there is
evidence that students are taking more initiative and taking some risks with their learning. The
classroom environment is one of positive relationships and many students are in FLOW because the
teacher has set appropriately challenging activities. All students are making good progress.
Most students motivated to participate. There is some evidence that the teacher is building
positive relationships with individuals and the class as a whole. Teacher input (50:50). Some
use of intrinsic motivators. The activities used are effective and have good impact on learning.
Most students are making good progress.
How do we motivate?
Intrinsic and extrinsic motivation
“If we are only motivated because of fear or the hope of
a reward, we are in a very sorry state indeed” Albert
“Children behave, and therefore learn better when they
are in a good mood. Good moods are created by
positive environments and good relationships” Rob
Using Bloom’s Taxonomy
Making judgements. Assessing the value of something against a
set of criteria (Judge, Recommend, Evaluate, Prioritise, Give
Using old ideas to create something new. Relate knowledge from
sources (Design, Compose, Create, Hypothesise, Re-
Seeing patterns, Understanding how parts relate to the whole.
structure (Investigate, Classify, Compare, Contrast)
Using knowledge to solve problems (Make, Build, Demonstrate,
Understanding information. Grasping meaning (Give examples,
Observing and recalling information. (Tell, Recite,Make a list,
This is the key focus for the learning activity…….it
would incorporate the learning objective and the
To understand the reasons why highway robbery
increased during the 18th and 19th century.
To analyse the steps taken to stop highway robbery and
decide which worked best.
To evaluate the characteristics of a highwayman.
This stage challenges preconceptions of the learner.
It is about making things difficult, challenges notions
and promoting further discussion
It is about exploring possible answers, not finding an
Do you agree or disagree with the group next to you?
What argument would you use to justify the order in
which you have put the statements?
How does this relate to what we have been talking
Are the reasons given for highway robbery clear
enough? What else would you need to know?
Can robbery be justified?
Types of thinking used here include….
Sharing of ideas to construct the best, not the easiest
solution, piece of writing, presentation, model……
The best is informed by success criteria which help
pupils understand their own performance.
Consider the learning journey
This is an opportunity to consider the learning and
reach decisions that inform the next stage in the
What did you find easiest/hardest?
What was your first belief/thought? What challenged it?
What strategies did you consider?
What helped things to become clearer?
How are your ideas different now from the start?
Six types of Socratic question…
Clarification Why are you
saying that? What exactly does this mean?
How does this fit in with what we have been talking about?
Where is your evidence? Can you give an example?
Are these reasons good enough?
Assumptions Please explain why? Aren‟t you thinking that……?
Why is it better than..? Why is that necessary?
Who would benefit from that?
What would happen if? Are you suggesting that……?
How does that fit with what we have learnt before?
Questions about questions
What does that mean?
Developing the culture
We need to develop a culture where it is okay to be
„Mindsets‟ by Carol Dweck
FIXED (helpless, entity learners) :
Ability is fixed and not open to change. People
are either intelligent, sporty, arts, good at maths
etc. or they are not.
GROWTH (incremental, Mastery-oriented learners):
Ability and many personal characteristics are
malleable. With enough motivation, effort and
good teaching, people can become better at
Growth Mindset people…..
Use Learning journals/logs
Adopt no grade marking
Encourage self grading
Invite „three ways I could improve”
Enable children to grade your lessons
The BIG FOUR
Foundations of „FLOW‟
Teacher input is minimal.
Learners have the necessary learning skills.
Tasks are intrinsically motivating.
Tasks are appropriately challenging.
Goals are clear and worthwhile.
Feedback is immediate.
Ofsted assessment criteria
“Pupil‟s work receives well focused diagnostic
comments that helps them to improve. Pupils are
helped to judge the success of their work and set
targets for improvement.”
Conditions that support AfL
Shared understanding about learning
Children actually involved in own learning
High expectations….. everybody can improve
Learning is at the forefront….. LO + SC
Time is given for reflection
Self + peer assessment
Feedback promotes progress
Ask children to think, not just remember
Wrong is as good as right
Children have no fear factor
Key aspects of independent
30/70 ratio teacher input to pupil action
Exemplars of great work
Routines (time for reflection)
Quality feedback (with targets)
Trust culture (it‟s okay to get it wrong)
Teach competencies rather than knowledge
More Autonomy tips
Share success criteria as well as learning objective
Children as assessors
Become a verifier
Praise to admonition ratio 80/20
1 Hat trick hero
2 Back of the net!
3 In the penalty box
4 Just kicked off
5 Warming up
6 Still on the bench
7 Missing the coach
As hard as I
5-Leading and helping others
4-Giving and sharing ideas
3-Listening but no ideas
2-Causing a fuss
Can you devise a themed performance scale for your class?
Aspects of learning
The skills for learning to learn
Design a poster for Easyjet holidays
It must encourage people to want to take a holiday with
Human characters in the poster
An Easyjet aeroplane
Coping strategies when learning
isn‟t working well
Break the question down into sections (bitesize)
Try a different question
Highlight the difficult bits
Look back to previous work
Try it on your white board
Use working wall displays or help desk
Relate to objective and learning outcomes
Specific advice for moving forward
Challenge the pupil to think for herself
Provide a framework for discussion
Expect a response
Comment only markingWilliam + Black 1998
Use of comment only
sustained over a series of
Steady decline over a series
Use of grade and comment
Use of grade only
Initial improvement but not
– “I know which parts of the work I can do
and which parts I can‟t do instead of just
doing it because it‟s got to be done.
Sometimes my learning partner seems to
understand better than I do, sometimes, I
get it more than he does-we help
eachother and we both learn more I think”
Year five pupil