This document summarizes an agenda for a teaching meeting that focuses on shape and structure, adaptability, and behavior for learning. The meeting will include a review of shape and structure and adaptability in lessons, with teachers discussing typical lesson structures in their departments. Teachers will then plan an ideal lesson using a provided template, ensuring effective structure, assessment opportunities, differentiated tasks, and a focus on challenging the most able students. Afterwards, teachers will evaluate and provide feedback on each other's lesson plans. The meeting will also cover behavior for learning, including why challenging behaviors exist, consistency, management strategies, and reward systems. Teachers will be given tasks to try new behavior techniques, share strategies for specific students, and observe each

1. STCM Teach Meet 4
Thursday 10th March 2016
1. Shape and Structure / Adaptability Review
2. Behaviour for Learning

2. Our recipe
1. INFORMATION – good or better teaching starts by using quantitative and qualitative data
to identify where learners need to head next
2. LEARNING FOCUS– good or better teaching is organised around achieving excellent
outcomes incrementally and over the long term based on clear understanding of Learning
Objectives
3. BIG PICTURE – great teaching ensures learners see where new learning fits into where
they currently are
4. LESSON SHAPE AND STRUCTURE – good or better teaching is coherent in its sequence and
builds knowledge, understanding and skills incrementally
5. ASSESSMENT OPPORTUNITIES – good or better teaching has progress checking as part and
parcel of its structure
6. ADAPTABILITY – good or better teaching is flexible and ensures that pace and content is
responsive to the needs of individuals, groups and the whole class, teaching differentiates
to support and stretch

3. STCM Recipe for Learning Lesson Plan
The BIG Picture?
Differentiation
Pupil Premium
Data/Information
Stickability!
Learning Episodes/steps: Shape and Structure
(PTO)
Learning Focus:

4. Shape and Structure
1. What does a ‘typical’ lesson look like in your department,
in terms of Shape and Structure? Discuss within your teams.
10 minutes.

5. Assessment
Following peer or
self assessment,
students to share
measure of progress
with class -
WWW/EBI, RAG etc.
Information fed
forward into next
lesson.
Assessment Assessment Assessment
-Monitoring and
targeted
questioning.
-Sharing of
development with
whole class
periodically (through
Google Classroom)
Model how to
deconstruct one
aspect. Use student
responses to model
another on IWB -
targeted questioning
to check students
have understood.
Targeted sample
review - students to
read/share improved
pieces with whole
class. Whole class
review against
LF/criteria for the
piece.
Teacher Led or Student Led?Teacher Led or Student Led?Teacher Led or Student Led?Teacher Led or Student Led?
Learning Episodes/steps: Shape and Structure - All linked to the Learning Foci
Adaptability Adaptability Adaptability Adaptability
STCM Recipe for Learning Lesson Plan
Starter: 10mins
Recap / Reteach
Questioning / Quiz
Student M+F response
ISM / Hook
Keyword check
Intro: 10mins
Criteria
Explanation
Model / Demo / Skills
Discussion
Stimulus - eg, reading
Main: 25-30mins
Deconstruction
Writing task
Editing
Creative eg Storyboard
Plenary: 10mins
Questioning / Quiz
Student presentation
Whole class /targeted
sample review
Self assessment

6. Shape and Structure
2. Shape and Structure planning task, with Adaptability focus on the most able.
Take a lesson that you are intending on delivering over the next week or so:
• Plan it as a ‘perfect’ lesson to showcase effective Shape and Structure throughout the lesson using
the RfL template.
• Ensure that each learning episode features an Assessment Opportunity for you to be able to gauge
the level of student understanding and progress throughout the lesson.
• Have at least half of your lesson as student-led episodes - consider the best way to do this.
• Ensure you have differentiated your tasks for the ability range within your class, with an especial
focus on the most able
This can be a departmental task, a paired task for teachers delivering similar content, or an individual
task.

7. Reviewing and evaluating
● After delivering your ‘perfect’ lesson, evaluate it:
○ Consider the effectiveness of Shape and Structure and
Adaptability (to differentiate)
○ WWW and EBI each of the above with a colleague - have 5
minutes each, then swap over

8. Behaviour for Learning
1. Why it matters - JD/AS
2. Why challenging behaviours exist - Inclusion and student perspectives
3. Consistency and routines - CDH
4. Behaviour management strategies - AS / Bill Rogers
5. Scenarios
6. Reflections, feedback and GO Time live
7. Behaviour systems - AJC
8. Rewards systems - CDH
9. Wrap-up - JD

9. Behaviour for Learning - follow up task(s)
Take up the challenge by doing at least one of the following, ready to discuss at the next
Teach Meet:
1. Try a new BfL approach/technique that you have learned about or have been reminded
of from today’s session. Make some brief reflection notes on how it went.
2. Create a positive collaboration document with other teachers to share what has worked
for you with specific students, then try putting some of these into practice in your own
teaching.
3. Buddy up with another colleague or two (to form pairs or triads) and informally drop in to
see each other teaching in the classroom. In your follow up conversations, offer
constructive feedback on what you have seen and offer suggestions to develop BfL
practice.