The document provides guidance on meeting Ofsted criteria for an outstanding lesson, with a focus on demonstrating exceptional student progress. It outlines the key criteria for an outstanding lesson as exceptional quality of student learning and teaching that leads to outstanding progress. It then provides six steps teachers can take to help meet these criteria when being observed, including: 1) Engaging students with entry tasks; 2) Using creative starters to stimulate thinking; 3) Setting clear learning objectives at different levels; 4) Guiding students on their learning progress; 5) Interactive teaching methods; and 6) Checking for understanding and providing feedback.
The document discusses what makes an outstanding lesson according to Ofsted criteria. It provides examples of lessons that were judged to be good or outstanding. An outstanding lesson is learner-focused, has clear and challenging learning objectives shared with students. It includes excellent planning and resources, opportunities for assessment and peer/self-assessment, brisk pace with sufficient time for thinking, varied teaching styles, enthusiastic teaching, and ensures all students make progress in their learning.
The document discusses lessons designed to better engage boys in learning. It notes that boys often struggle with focus, self-esteem, and understanding expectations. Lessons should develop literacy and numeracy, relate to life experiences, use interactive techniques, and provide structure and feedback. Key recommendations include concentrating on key concepts, paying attention to literacy and numeracy, ensuring understanding of goals, and relating material to real-world examples. The document provides examples of activities to strengthen literacy, such as using word walls and writing frames, to help boys progress.
The document outlines the key concepts of Dr. Ice which are deepening thinking, role modelling, impact on learning, challenge, and engagement. It provides details on using questioning to extend student thinking, modeling different levels of thinking, ensuring activities match learning objectives and success criteria, appropriately challenging all students, and keeping students engaged through innovative and interactive activities.
The document discusses elements that make lessons effective. It recommends that lessons have clear learning objectives, be structured in episodes to engage different learning styles, and include formative assessment to check student understanding without extensive marking. Reflection is also presented as important for helping students internalize principles through writing about what they have learned.
With so many changes in the classroom, you need to adjust your classroom management strategies to keep up. Learn how you can teach better in 2018 with these 8 strategies.
Exam preparation tips 15 best ideas and techniques for getting high gradessco...Rajeev Ranjan
The document provides tips for students to succeed on examinations. It stresses believing in oneself and one's abilities. It advises that students should study according to their own abilities and learning styles, rather than copying others. Students should practice consistently and form good study habits. Most importantly, students should avoid trying to learn new materials or get new notes from others the night before the exam, and instead focus on revising what they have already learned.
This document provides guidance on classroom management for teachers. It includes:
1. A 23-point classroom management code teachers should follow to establish order and structure.
2. Notes explaining certain points of the code in more detail.
3. Additional guidance on stopping misbehavior, using praise effectively, and practical tips for handling classroom issues. The guidance emphasizes preventing problems, using positive reinforcement, being consistent, and engaging students in learning.
The document discusses what makes an outstanding lesson according to Ofsted criteria. It provides examples of lessons that were judged to be good or outstanding. An outstanding lesson is learner-focused, has clear and challenging learning objectives shared with students. It includes excellent planning and resources, opportunities for assessment and peer/self-assessment, brisk pace with sufficient time for thinking, varied teaching styles, enthusiastic teaching, and ensures all students make progress in their learning.
The document discusses lessons designed to better engage boys in learning. It notes that boys often struggle with focus, self-esteem, and understanding expectations. Lessons should develop literacy and numeracy, relate to life experiences, use interactive techniques, and provide structure and feedback. Key recommendations include concentrating on key concepts, paying attention to literacy and numeracy, ensuring understanding of goals, and relating material to real-world examples. The document provides examples of activities to strengthen literacy, such as using word walls and writing frames, to help boys progress.
The document outlines the key concepts of Dr. Ice which are deepening thinking, role modelling, impact on learning, challenge, and engagement. It provides details on using questioning to extend student thinking, modeling different levels of thinking, ensuring activities match learning objectives and success criteria, appropriately challenging all students, and keeping students engaged through innovative and interactive activities.
The document discusses elements that make lessons effective. It recommends that lessons have clear learning objectives, be structured in episodes to engage different learning styles, and include formative assessment to check student understanding without extensive marking. Reflection is also presented as important for helping students internalize principles through writing about what they have learned.
With so many changes in the classroom, you need to adjust your classroom management strategies to keep up. Learn how you can teach better in 2018 with these 8 strategies.
Exam preparation tips 15 best ideas and techniques for getting high gradessco...Rajeev Ranjan
The document provides tips for students to succeed on examinations. It stresses believing in oneself and one's abilities. It advises that students should study according to their own abilities and learning styles, rather than copying others. Students should practice consistently and form good study habits. Most importantly, students should avoid trying to learn new materials or get new notes from others the night before the exam, and instead focus on revising what they have already learned.
This document provides guidance on classroom management for teachers. It includes:
1. A 23-point classroom management code teachers should follow to establish order and structure.
2. Notes explaining certain points of the code in more detail.
3. Additional guidance on stopping misbehavior, using praise effectively, and practical tips for handling classroom issues. The guidance emphasizes preventing problems, using positive reinforcement, being consistent, and engaging students in learning.
The document provides guidance for teachers to improve their skills and become better educators. It discusses the importance of proper planning, developing good communication skills, treating students with respect, being creative in teaching methods, and effectively counseling parents and students. The document emphasizes qualities like admitting mistakes, appreciating students, and maintaining an attitude of continuous learning to become an excellent teacher.
Skillful questioning is one of the best teaching tools for promoting effective learning, as questioning remains an essential component of good teaching. While questioning takes many years of experience to master, teachers typically ask between 300-400 questions per day. Effective questioning involves understanding different question types and techniques, as well as properly handling student responses, with the goal of managing behavior, assessing knowledge, stimulating interest, structuring learning activities, and identifying learning difficulties.
Teaching alliance presentation 2016 marking and feedbackMrsMcGinty
This document discusses strategies for improving marking and feedback practices. It begins by outlining why bad feedback can be damaging, such as leading to teacher burnout. It then shares several strategies implemented by the author's department to make feedback more timely and effective, including acknowledgement marking, dot marking, and using a five minute marking plan. Students are expected to respond to feedback, for example through DIRT (Dedicated Improvement and Reflection Time) sessions. The goal of feedback should be for students to learn from it and apply it to future work. The document concludes by noting the challenge is adopting an approach that considers workload and promotes long-term student progress.
Slow learners have normal physical abilities but struggle with schoolwork. They want to learn but have difficulties with the learning process. Teachers must be patient and use repetition, success-oriented activities, relating topics to real life, and varying instructional techniques. Assessments for slow learners should be step-by-step and focus on building confidence.
This document discusses principles and techniques for effective classroom management. It emphasizes the importance of consistent discipline, establishing routines, smooth transitions between activities, balancing variety and challenge in lessons, and being aware of all classroom activities. It provides tips for preventing disciplinary issues like implementing cooperative learning, using varied teaching methods, and developing patience and respect for students. The document also discusses appropriate and inappropriate ways to deal with minor disruptions and reinforcing positive behavior.
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
Purpose of asking question in the classroomShahid Khan
This document discusses the purpose and benefits of asking questions in the classroom. It states that asking questions enhances the teaching and learning process, helps motivate students to learn, develops students' thinking abilities, checks their understanding, and discovers their interests in the subject. The document provides guidelines for effective questioning techniques such as addressing the whole class, allowing time for students to think, nominating students to answer, and providing feedback.
This document discusses various topics related to classroom management and effective teaching. It begins with icebreakers and defining the roles of a 21st century teacher. It then addresses whether teaching skills are innate or can be developed, listing key skills like pedagogical, technical, personal, and social skills. Instruction patterns like lectures, questioning techniques, group work and individual work are covered. Effective classroom management tools include pair work, group work, clear instructions, eliciting responses through questions, and incorporating technology. The document emphasizes developing a variety of higher-order questioning techniques and using multimedia aids and modern technologies in the classroom.
This document discusses how to help slow learners and improve teaching. It argues that intelligence can be improved through hard work, not just innate ability. To help slow learners, teachers should emphasize that effort, not just ability, leads to success. They should also set interim goals and track improvement. The document also explains that teaching skills require practice to develop, not just experience. To improve, teachers should seek feedback, observe other teachers, and consciously work to improve specific aspects of their teaching through small steps over time.
This document discusses effective classroom management techniques for elementary, middle, and high school teachers. It describes a high school English teacher who was able to silence her class with just a raised eyebrow due to the respect her students had for her. The document then provides seven classroom management strategies for teachers to try, including making positive phone calls to parents daily, modeling good discussion behaviors, using rewards to motivate students, having students create group contracts, engaging students with compelling curriculum, creating classroom norms with students, and building trust and care with students.
The document outlines strategies for effective classroom management in a high school setting. It discusses engaging students through respect, clear expectations and consistent discipline. Specific strategies are provided to help students with attention issues, including explaining directions carefully, varying activities, positive reinforcement, and allowing student group work. Additional tips target at-risk students, such as creating a quiet space, freewriting, ensuring a safe environment, and offering topic choices. Deep breathing is suggested to help students feel calm and focused.
Classroom management relies on establishing rules, routines, and positive teacher-student interactions to create an orderly learning environment. Effective strategies include modeling polite behavior, developing classroom rules with student input, praising good behavior, addressing issues immediately but privately, and keeping things positive. For online learning, the teacher needs to build engagement, community, clearly organize resources, establish participation norms, and routinely contact and support students. Without good classroom management, teaching goals are difficult to achieve.
Teaching is a very important job and once you get your classroom management skills in order you will be enjoying teaching more and will have a more productive teaching career.
The most important element of classroom management is allowing your students an opportunity to understand that your rules are a part of giving them the best education possible.
"Thank you for sharing. Let's move our discussion forward."
oRedirect to topic. "How does that relate to our discussion on..."
oInvolve others. "What do others think about this issue?"
oMove closer when talking. Maintain eye contact. Use firm, quiet voice.
oIf persists, have private discussion about appropriate participation.
This document outlines a field study course aimed at helping students recognize approaches to facilitate learning for children of different developmental phases. It provides objectives and tasks for students to observe classrooms, identify characteristics of learners from different levels, and analyze how teaching should consider child development. Specific tasks include observing classroom management, diversity among learners, and the impact of home life on learning. The goals are for students to determine learning environments that support development and for teachers to understand learner characteristics and needs to best facilitate the learning process.
This document discusses how to provide pace and challenge in lessons. It defines pace as moving quickly between well-ordered activities with enough thinking time. Challenge involves extending students' knowledge and skills and having them think for themselves to solve problems rather than being spoon-fed. Teachers can create challenge through high-level questioning, modeling thinking, scaffolding difficult tasks, and encouraging metacognition and reflection on the learning process. A variety of thinking tools and activities are presented to help structure challenging lessons.
This document discusses strategies for effective classroom management. It notes that many students who fail in school are kinaesthetic learners or dyslexic boys, and recommends varied teaching techniques tailored to students' learning styles. The basics of positive behavior management are outlined, including being definite, positive, calm and consistent while avoiding confrontation. Specific strategies are provided for how to address misbehavior without disciplining students in front of the class or personalizing issues. Common comments from struggling students are also listed.
The document discusses five variables that influence student motivation - interest, success, level of concern, feeling tone, and knowledge of results - and provides techniques teachers can use to enhance each one, such as using visual aids to build interest, ensuring assignments are at appropriate difficulty levels to promote success, and providing timely feedback to give knowledge of results. It emphasizes the importance of creating a positive feeling tone in the classroom and using extrinsic motivators strategically to help students develop intrinsic motivation.
The document summarizes a workshop for substitute teachers that focused on building a substitute teacher toolkit. Key points covered in the workshop included: identifying effective substitute teaching strategies; discussing the contents of a professional substitute toolkit including personal, classroom, rewards, and activity materials; modeling fill-in activities; and providing resources for substitute teachers.
The document discusses several films set in slums that deal with poverty and social issues. Some common themes among the films include depicting children and teenagers, scenes of violent crime, and stories set in cities across Europe, Latin America, Africa, and Asia. The document also analyzes how some of these "poverty porn" films have been criticized for exploiting their subjects but also how they bring attention to social issues and make the lives of the impoverished more visible.
GCSE Media Studies Bastille essay writing frameNina Moore
Bastille is represented and promoted across different media platforms. This essay examines their representation in the music video for "Pompeii" and in another media text such as their website.
The music video for "Pompeii" uses narrative, cinematography, color palette, and mise-en-scene to represent the band and their ideology. These visual elements are analyzed and connected to the song's lyrics and title.
A second media text like the band's website is then compared and contrasted to see how it similarly or differently presents the band.
By analyzing the band's representation across multiple media platforms, the conclusion discusses how this cross-media promotion effectively builds and sustains their
The document provides guidance for teachers to improve their skills and become better educators. It discusses the importance of proper planning, developing good communication skills, treating students with respect, being creative in teaching methods, and effectively counseling parents and students. The document emphasizes qualities like admitting mistakes, appreciating students, and maintaining an attitude of continuous learning to become an excellent teacher.
Skillful questioning is one of the best teaching tools for promoting effective learning, as questioning remains an essential component of good teaching. While questioning takes many years of experience to master, teachers typically ask between 300-400 questions per day. Effective questioning involves understanding different question types and techniques, as well as properly handling student responses, with the goal of managing behavior, assessing knowledge, stimulating interest, structuring learning activities, and identifying learning difficulties.
Teaching alliance presentation 2016 marking and feedbackMrsMcGinty
This document discusses strategies for improving marking and feedback practices. It begins by outlining why bad feedback can be damaging, such as leading to teacher burnout. It then shares several strategies implemented by the author's department to make feedback more timely and effective, including acknowledgement marking, dot marking, and using a five minute marking plan. Students are expected to respond to feedback, for example through DIRT (Dedicated Improvement and Reflection Time) sessions. The goal of feedback should be for students to learn from it and apply it to future work. The document concludes by noting the challenge is adopting an approach that considers workload and promotes long-term student progress.
Slow learners have normal physical abilities but struggle with schoolwork. They want to learn but have difficulties with the learning process. Teachers must be patient and use repetition, success-oriented activities, relating topics to real life, and varying instructional techniques. Assessments for slow learners should be step-by-step and focus on building confidence.
This document discusses principles and techniques for effective classroom management. It emphasizes the importance of consistent discipline, establishing routines, smooth transitions between activities, balancing variety and challenge in lessons, and being aware of all classroom activities. It provides tips for preventing disciplinary issues like implementing cooperative learning, using varied teaching methods, and developing patience and respect for students. The document also discusses appropriate and inappropriate ways to deal with minor disruptions and reinforcing positive behavior.
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
Purpose of asking question in the classroomShahid Khan
This document discusses the purpose and benefits of asking questions in the classroom. It states that asking questions enhances the teaching and learning process, helps motivate students to learn, develops students' thinking abilities, checks their understanding, and discovers their interests in the subject. The document provides guidelines for effective questioning techniques such as addressing the whole class, allowing time for students to think, nominating students to answer, and providing feedback.
This document discusses various topics related to classroom management and effective teaching. It begins with icebreakers and defining the roles of a 21st century teacher. It then addresses whether teaching skills are innate or can be developed, listing key skills like pedagogical, technical, personal, and social skills. Instruction patterns like lectures, questioning techniques, group work and individual work are covered. Effective classroom management tools include pair work, group work, clear instructions, eliciting responses through questions, and incorporating technology. The document emphasizes developing a variety of higher-order questioning techniques and using multimedia aids and modern technologies in the classroom.
This document discusses how to help slow learners and improve teaching. It argues that intelligence can be improved through hard work, not just innate ability. To help slow learners, teachers should emphasize that effort, not just ability, leads to success. They should also set interim goals and track improvement. The document also explains that teaching skills require practice to develop, not just experience. To improve, teachers should seek feedback, observe other teachers, and consciously work to improve specific aspects of their teaching through small steps over time.
This document discusses effective classroom management techniques for elementary, middle, and high school teachers. It describes a high school English teacher who was able to silence her class with just a raised eyebrow due to the respect her students had for her. The document then provides seven classroom management strategies for teachers to try, including making positive phone calls to parents daily, modeling good discussion behaviors, using rewards to motivate students, having students create group contracts, engaging students with compelling curriculum, creating classroom norms with students, and building trust and care with students.
The document outlines strategies for effective classroom management in a high school setting. It discusses engaging students through respect, clear expectations and consistent discipline. Specific strategies are provided to help students with attention issues, including explaining directions carefully, varying activities, positive reinforcement, and allowing student group work. Additional tips target at-risk students, such as creating a quiet space, freewriting, ensuring a safe environment, and offering topic choices. Deep breathing is suggested to help students feel calm and focused.
Classroom management relies on establishing rules, routines, and positive teacher-student interactions to create an orderly learning environment. Effective strategies include modeling polite behavior, developing classroom rules with student input, praising good behavior, addressing issues immediately but privately, and keeping things positive. For online learning, the teacher needs to build engagement, community, clearly organize resources, establish participation norms, and routinely contact and support students. Without good classroom management, teaching goals are difficult to achieve.
Teaching is a very important job and once you get your classroom management skills in order you will be enjoying teaching more and will have a more productive teaching career.
The most important element of classroom management is allowing your students an opportunity to understand that your rules are a part of giving them the best education possible.
"Thank you for sharing. Let's move our discussion forward."
oRedirect to topic. "How does that relate to our discussion on..."
oInvolve others. "What do others think about this issue?"
oMove closer when talking. Maintain eye contact. Use firm, quiet voice.
oIf persists, have private discussion about appropriate participation.
This document outlines a field study course aimed at helping students recognize approaches to facilitate learning for children of different developmental phases. It provides objectives and tasks for students to observe classrooms, identify characteristics of learners from different levels, and analyze how teaching should consider child development. Specific tasks include observing classroom management, diversity among learners, and the impact of home life on learning. The goals are for students to determine learning environments that support development and for teachers to understand learner characteristics and needs to best facilitate the learning process.
This document discusses how to provide pace and challenge in lessons. It defines pace as moving quickly between well-ordered activities with enough thinking time. Challenge involves extending students' knowledge and skills and having them think for themselves to solve problems rather than being spoon-fed. Teachers can create challenge through high-level questioning, modeling thinking, scaffolding difficult tasks, and encouraging metacognition and reflection on the learning process. A variety of thinking tools and activities are presented to help structure challenging lessons.
This document discusses strategies for effective classroom management. It notes that many students who fail in school are kinaesthetic learners or dyslexic boys, and recommends varied teaching techniques tailored to students' learning styles. The basics of positive behavior management are outlined, including being definite, positive, calm and consistent while avoiding confrontation. Specific strategies are provided for how to address misbehavior without disciplining students in front of the class or personalizing issues. Common comments from struggling students are also listed.
The document discusses five variables that influence student motivation - interest, success, level of concern, feeling tone, and knowledge of results - and provides techniques teachers can use to enhance each one, such as using visual aids to build interest, ensuring assignments are at appropriate difficulty levels to promote success, and providing timely feedback to give knowledge of results. It emphasizes the importance of creating a positive feeling tone in the classroom and using extrinsic motivators strategically to help students develop intrinsic motivation.
The document summarizes a workshop for substitute teachers that focused on building a substitute teacher toolkit. Key points covered in the workshop included: identifying effective substitute teaching strategies; discussing the contents of a professional substitute toolkit including personal, classroom, rewards, and activity materials; modeling fill-in activities; and providing resources for substitute teachers.
The document discusses several films set in slums that deal with poverty and social issues. Some common themes among the films include depicting children and teenagers, scenes of violent crime, and stories set in cities across Europe, Latin America, Africa, and Asia. The document also analyzes how some of these "poverty porn" films have been criticized for exploiting their subjects but also how they bring attention to social issues and make the lives of the impoverished more visible.
GCSE Media Studies Bastille essay writing frameNina Moore
Bastille is represented and promoted across different media platforms. This essay examines their representation in the music video for "Pompeii" and in another media text such as their website.
The music video for "Pompeii" uses narrative, cinematography, color palette, and mise-en-scene to represent the band and their ideology. These visual elements are analyzed and connected to the song's lyrics and title.
A second media text like the band's website is then compared and contrasted to see how it similarly or differently presents the band.
By analyzing the band's representation across multiple media platforms, the conclusion discusses how this cross-media promotion effectively builds and sustains their
The document provides guidance to schools on improving pupil literacy. It discusses challenges with reading and writing test results, and offers strategies schools can take to help pupils develop stronger literacy skills. These include creating motivated learners, developing writing skills, supporting speaking and listening, and providing resources, training and networking support for teachers. The overall aim is to provide schools with practical ideas backed by research to help boost literacy and academic achievement.
This document discusses the dangers of stereotyping and provides examples. Stereotyping involves believing that all people in a group have the same characteristics, when that is not true. It can lead to prejudice, discrimination, racism and acts of violence. The document lists some common stereotypes of English people and notes that stereotyping was used to justify laws discriminating against Jews in Nazi Germany. Stereotyping can dehumanize people and make them feel lower than others.
Audience profiling is important for media companies to understand who will consume their products. Key factors to consider include demographics like age, gender, race, education, income as well as psychographics like lifestyle, culture, media interests and buying habits. Understanding the target audience helps media companies create appropriate content and know which brands would be good advertising partners.
This document provides 50 activities and tasks to intellectually challenge students across the curriculum. The activities are presented generically so they can be adapted for different subjects. They include discussing insoluble problems, analyzing ethical dilemmas, interpreting random words and poetry, considering different perspectives, using analogies, and designing hypothetical experiments. The goal is to extend existing lessons and stretch student thinking with minimal additional workload for teachers.
The impact of_german_expressionist_films exam prepNina Moore
German Expressionist films of the 1920s had a significant impact on modern cinema through their distinctive visual style and themes. Films like The Cabinet of Dr. Caligari used expressionist techniques like angular sets, contrasting lights and shadows, and distorted realities to portray inner emotional turmoil and critique the post-WWI social environment in Germany. These films influenced later horror genres and film noir styles in both Germany and Hollywood. Directors like Fritz Lang, F.W. Murnau, and Alfred Hitchcock integrated expressionist elements into their own works, spreading its techniques even further. Modern films from Blade Runner to Tim Burton's works still reference the expressionist influence in their dark, symbolic visuals and unsettling subjects.
This document defines and explains several key media studies terms:
- Archetype refers to an original pattern or model that other similar things are based on.
- Hegemony describes how dominant social groups maintain power and control not just through coercion but by making their values seem normal and natural.
- Realism in media refers to accurately representing things as they really are through details like sounds and realistic human reactions.
This document discusses Photoshop skills needed for a GCSE Media Studies main task. It includes three stages of work - an original bottle image, a first draft of an edited version, and a final edited bottle image.
An outstanding lesson is characterized by the following:
1) All students are challenged at their ability level and make good progress, while those lacking confidence also make progress.
2) Enthusiasm and enjoyment pervade the classroom. Teaching methods engage students through stimulating resources or other adults.
3) All students are actively involved and contribute during the lesson. Assessment is used to provide regular, helpful feedback to support student progress.
The document discusses the concept and history of "world cinema". It originated as "Third cinema", a politically engaged cinema that emerged in Latin America in the 1970s. Over time, Third cinema shed its explicit political agenda and became known as world cinema, referring broadly to non-Hollywood national cinemas. The document then provides context on Latin American cinema and its connections to Hollywood, European films, and cinematic movements like Brazil's Cinema Novo in the 1950s-60s which sought to represent ethnic minorities and the disenfranchised. It also discusses Third cinema theory proposed in 1969 which called for using film as a tool of decolonization and revolution.
GCSE Media Studies involves the study of different media industries and texts. The qualification includes three units: an individual portfolio involving comparative analysis and a production task; a group production portfolio involving a video or film and evaluations; and a written exam assessing analysis of film and TV genres. Students will complete controlled assessment work in year 10 on topics like representations in film and music videos. Year 11 focuses on exam preparation with a mock in December 2013 and the real exam in June 2014.
This document discusses strategies for developing personal resilience in times of uncertainty and change. It begins by outlining some of the major sources of uncertainty today, from global events to economic instability. It then profiles four historical figures who demonstrated resilience through major hardships: Harriet Tubman, Nelson Mandela, Viktor Frankl, and Antwone Fisher. The document outlines eight dimensions of resilience including self-assurance, having a personal vision, flexibility, problem-solving skills, social competence, making connections, and being proactive. It provides tools to assess one's own resilience and develop it further to better navigate periods of change and adversity.
This document provides an overview of codes and conventions for the action adventure genre that students should know for an upcoming exam. It lists typical elements like chase scenes, fights, special effects, stereotypical characters including the hero and villain, and a simple closed narrative structure. It also discusses representations of gender, race, and disability commonly seen in these films and how audiences engage with the genre. Marketing strategies for Pirates of the Caribbean 4 are outlined, including posters, trailers, merchandise, and synergistic partnerships.
The document provides guidance on writing effective school reports. It recommends that reports should have a three-part structure: positive achievements and progress, constructive commentary, and SMART targets. Reports should use plain English and focus on strengths while being honest about shortcomings. Examples of positive and descriptive language for reports are provided. Sample tutor and subject reports demonstrate applying the guidance.
AS Level Media Studies - Audiences and Institutions (Music) - Revision BookletMarcio Sargento
This document provides an overview of exam topics, a mark scheme, and key terminology for a Media Studies exam focusing on audiences and institutions. The exam may cover characteristics of cross-media convergence and marketing strategies of media companies. Candidates should illustrate their knowledge through case study examples and be assessed on their understanding of production, distribution, marketing, exchange and consumption patterns. The document also provides details on three case studies for media institutions: Sony Music Entertainment, XL Recordings, and artists Beyonce and Adele.
This document contains exemplar candidate work from the June 2015 A2 Level Media Studies exam. It includes sample student responses to various exam questions at different levels of achievement. The responses analyze and apply media concepts and theories to the students' own coursework productions. Specific media texts are discussed and compared to demonstrate how conventions and narratives were employed.
This document provides a revision pack for a GCSE Media Studies exam. It includes terminology glossaries for editing, camera, sound and general media studies terms. Section A focuses on analyzing action/adventure films, including conventions of the genre and representing typical characters. Sample questions are provided to analyze camera work, editing and other techniques in action film clips. Section B covers TV comedy genres and audience pleasures. Practice exam papers with sample questions and answers allow students to prepare for the exam.
The document outlines an agenda for a training on explicit instruction for teachers. The objectives are to recognize the importance of explicit instruction, identify the components of an explicit teaching framework, and appreciate how explicit instruction can develop concepts in vocabulary, oral language, language structure, and reading comprehension. It then provides examples of activities and strategies to actively engage students, such as think-pair-share, and outlines the key elements and principles of explicit instruction including modeling, scaffolding, and ensuring students have high levels of success.
This document discusses learning intentions and success criteria. It defines learning intentions as what students should know or be able to do by the end of a lesson. Success criteria describe how students can recognize their own success. The document provides examples of learning intentions and success criteria. It explains that sharing these with students helps students understand expectations and focus their learning.
The document discusses various aspects of lesson planning and student motivation. It defines motivation and explores goal orientation and how goals can improve performance. It then examines goal setting, planning, and strategies for motivating students such as behavior tracking charts and challenge activities. The document also provides examples of lesson planning models including the 3Ps, 3-stage, 5E, ITB, and ESA models and recommends including objectives, methodology, presentation, practice, and production stages.
This document discusses the differences between learner independence and learner autonomy and provides suggestions for how teachers can promote learner autonomy in the classroom. It explains that learner autonomy means that students take responsibility for their own learning by deciding what they need to do and how they learn best, whereas independence is just being able to work alone. Some strategies suggested are setting S.M.A.R.T. goals, giving students choices in tasks, demonstrating learning activities that can be done at home, and encouraging students to set their own tasks and rewards.
This document discusses using short writing assignments to actively engage students in learning course material. It describes four types of writing assignments that can be used in any classroom: the one minute paper, muddiest/clearest point, daily journal or log, and summary of a summary. These assignments encourage student learning and information retention by having them write brief responses about what they are understanding or finding confusing from class lessons. The writing also allows instructors to evaluate student understanding and provide help to students on concepts that need more explanation.
Improving outcomes for our low attainersgavinholden
The document discusses strategies for improving outcomes for low-ability students. It recommends:
1. Focusing on key concepts, literacy and numeracy skills, and making the curriculum relatable.
2. Using interactive teaching methods like modeling, questioning, and appropriate challenge.
3. Structuring lessons with clear learning objectives and regular reviews to aid recall.
The document provides examples of techniques to develop literacy, writing, and vocabulary skills. It also discusses using starters and plenaries, varied activities, and putting learning in context to improve recall for low-ability students.
This document summarizes a presentation about approaches to assessment in education. It discusses using learning intentions and success criteria to provide clear goals for students. Formative assessment strategies are outlined, including activities to elicit evidence of learning, providing feedback to move learning forward, peer assessment, and fostering student ownership. The gradual release of responsibility model is presented as an instructional approach. Throughout, the focus is on using assessment to understand students and inform instruction, not for assigning marks. The overall message is that thoughtful assessment is essential for effective teaching and learning.
The document discusses the importance of effective teaching and how it impacts student achievement. It notes that students who had 3 years of very effective teachers scored much higher on achievement tests than students who had 3 years of very ineffective teachers. The document emphasizes that the knowledge and skills of teachers is the most important influence on student learning.
This document discusses effective classroom management and student motivation. It provides guidance on creating lesson plans that consider different learning styles and effective classroom management strategies. Some key points discussed include the importance of clear expectations and consistency, engaging all students, and focusing attention on the entire class. Motivation is identified as a major challenge, and strategies to motivate students include using pair/group work, competition, catering to skills/talents, integrating technology, seating arrangements, role-plays, songs, and realia. The document emphasizes understanding motivation, variety, and focusing on students' goals.
This document discusses what makes an effective teacher. It provides quotes and perspectives from experts on teaching and education. Some key points:
- An effective teacher inspires students to learn, differentiates instruction, and evaluates progress through multiple assessments. They make learning engaging and fun.
- Quotes emphasize the importance of nurturing students like seeds, treating them with respect, and helping them develop a growth mindset.
- A good lesson plan has clear objectives, engages students, provides guided and independent practice, and evaluates learning. It considers students' needs and prior knowledge.
- Effective planning is essential for a teacher. It provides structure and direction while allowing for flexibility. It enhances student achievement and avoids surprises
ONE QUESTIONLARGE CLASS I have given you the whole module under th.docxarnit1
ONE QUESTION
LARGE CLASS I have given you the whole module under the question requirements.
QUESTION
You need to teach vocabulary of character personality traits such as honest, stubborn, or sensible. NOT moods such as ahppy and sad.
When considering presentation techniques have in mind the target language is NON VISUAL you can’t draw honest so think of another way to convey the meaning
Please include
List of words of words you will teach
Assumed knowledge of students list of vocabulary structures you will expect your students to know
Anticipated problems.
Solution
s.
Prearations and aids
Step by step entire lesson and timing
THIS IS MY LAST CHANCE HELP
Understandably, before teachers begin teaching their first large class, they tend to think about the challenges inside the classroom. However, after a few days, it becomes clear that responsibilities outside class are equally challenging.
Welcome to this module on
teaching large classes.
Teaching large volumes of students at any one time is always a challenge, and so it is particularly important for the teacher to be well prepared. This module can help you overcome the difficulties generated from a large class, but it will also help you make the most of the benefits that it can provide.
In this module, you will find out:
a variety of methods and techniques to help you teach a large class of students to communicate in English
how to manage your time outside class
ways to manage a large group of students
how to keep your students participating and motivated
how to cater for students with different proficiency levels
how to arrange students
how to promote learner independence
how to organise feedback
how to monitor and assess student performance in a large class
WHAT DO WE MEAN BY LARGE CLASS
When we say 'large' we generally mean a class of 30-60 students, in some instances up to 100. The educational system of some countries precludes the formation of language groups that are so large, however in other countries, for instance India, China or South Korea, such classes are quite common.
School administrations may choose to split students into smaller groups for the following reasons:
Overpopulation and a lack of teachers.
The traditional belief that still prevails in some parts of the world where the aim of a language course is to prepare students for an examination (usually a formal, written, grammar-based one) rather than teach them to communicate in English. A lesson is therefore viewed as a lecture where a certain amount of knowledge is to be passed on to the students.
Depending on room size it would be difficult to divide the class but definitely possible.
Assess competency and delegate stronger class members to lead smaller groups within class room.
Delegate 4 class members if your class is 60 and instruct them each to distribute and collate homework.
Failing to prepare before entering the class means the class is doomed to fail
Rising to the challenge stimulates professional gro.
This document discusses various teaching methods and learning techniques that can be used in the classroom, including lecture, demonstration, discussion, role-playing, mind mapping, projects, case studies, visualization, stories, and energizers. It provides details on how to effectively implement each technique, with the overall goal of engaging students in active learning and helping them to retain the material. The key is for educators to use a variety of methods appropriate for the content and learners.
This is part of my working Strategies Notebook. Hardcopy papers from outside resources are printed or collected and then placed in the appropriate section for later reference.
1. Teachers will work collaboratively to plan, teach, observe, and refine lessons focusing on formative assessment strategies.
2. The process involves defining a topic, thoroughly planning lessons, implementing while observing, and reflecting to improve.
3. Specific roles like videotaping, notetaking, and focusing on different aspects of the lesson are assigned to optimize observation.
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The perfect ofsted_lesson_-_article
1. The Perfect (Ofsted) lesson? – meeting the new criteria and delivering progress in learning
How can you make sure in the brief time that an inspector (or other assessor) spends in your
classroom – that your lesson ticks enough boxes to impress - and gain that outstanding grade?
Sharing the criteria for success is essential for any learning experience – if you (or your students) do
not know what they are expected to strive for – how do you (or they) know that they have achieved
success? So here are the Ofsted criteria for an outstanding lesson:
Learning and progress Teaching and assessment
The quality of learning is exceptional. Teaching is at least good and often
Students demonstrate excellent outstanding as students are making
concentration and are rarely off task even exceptional progress. Students are
for extended periods without adult enthused which ensures they learn really
direction well. Excellent subject knowledge is
They have developed a resilience when applied to challenge and inspire students.
Outstanding
tackling challenging activities Resources, including new technology
Their keenness and commitment to make a marked contribution to learning as
succeed in all aspects of school life and does the targeted support from other
ability to grasp opportunities to extend adults
and improve their learning are Teachers are aware of students’
exceptional. capabilities and their prior learning and
Progress is at least good for different understanding and plan effectively to
groups of students and exemplary for build on these. Marking and dialogue
some students. between teachers and other adults and
students are of consistently high quality.
Searching for the ‘x’ factor – what are the magic ingredients that will elevate your lesson to
outstanding? The first sentences in each column above identify the key ingredients for success:
‘The quality of the learning is exceptional’
‘Teaching is at least good and often outstanding as students are making exceptional
progress.’
In summary, the ‘x’ factor means demonstrating EXCEPTIONAL PROGRESS IN LEARNING in your
lesson.
The following (in no particular order) are some of the other essential ingredients required for an
outstanding lesson:
Differentiating for various groups of learners
Engaging and motivating students
Developing independent and resilient learners
Delivering skills and content essential for passing exams
Assessment as part of developing progress in learning
Challenging the most able learners
Using technology and TAs to make an impact on learning
Effective collaborative learning and peer review
Effective classroom management
Sharing the criteria for success
2. So how can you make sure you demonstrate the above when being observed? Follow these 6 steps:
Step one – Be in control, right from the start
Set up the learning environment
E.g. The music-challenge-reward
Students should expect to start something as soon as they come into the classroom without you
even directing them. This strategy should cover the time it takes for all the students to arrive. It
neatly shows how you are completely and effortlessly in control and makes a great impression on
that extra (Ofsted) visitor!
Get the students in the habit of doing this in every lesson by setting little challenges, questions or
tasks to do on the board that they KNOW they are expected to get on with. These can be anagrams,
puzzles, true or false statements, recaps of the previous lesson, unexpected questions for debate etc
etc. Reward effort for these tasks by giving out points.
The tasks could also link explicitly to one of the Personal, Learning and Thinking skills and success
could earn points that accumulate over time and earn rewards. Some examples of tasks involving
the PLTs could be:
Personal, Learning and Thinking skill Task
Draw a face that depicts the different moods you have
Self manager
experienced today so far.
Write down ten things you will do this lesson to help others
Effective participator
learn
Design a logo and slogan for this subject/lesson
Creative thinker
Create a mind map of what we did last lesson
Reflective learner
Write three questions you need to ask about what we did last
Independent Enquirer
lesson
Think of three promises you will make to your team to help it
Team worker
work well.
Whilst the students are completing the tasks smile, greet them individually by name and make them
feel welcome. You could get the students to assess each other’s work if appropriate.
Also it is a good idea to have music on as they come in and are getting on with the little tasks. Then,
when you switch it off, the students know it is time to start the lesson proper.
This will mean that you can start the lesson proper when YOU are ready and useful work is still
taking place.
3. Step 2. The starter.
A starter should stimulate curiosity and open mindedness and prepare the brain for learning.
These can be random or linked to the subject.
A starter can be a thunk, a curiosity or a challenge.
A thunk
This is a question that has no right or wrong answer but makes you think! This prepares a student to
be open minded and consider various options.
For example:
If you always got what you wished for would you always be happy?
Where does the sky begin?
What has the most freedom an ant or a school child?
Is a person who has a face transplant still the same person?
Which is heavier an inflated or deflated balloon?
(Thunks from ‘The Little Book of Thunks’ by Ian Gilbert (Crownhouse)
Students can think of the next question or make up their own thunks as part of the starter.
A curiosity
For example
A box, which they have to guess the contents of
A wig or hat that someone can try on and guess the character it belongs to
A message in a bottle. Students have to guess the message and who sent it
A Creative Challenge in pairs (tuning up the connections in the brain )
First pop song you ever heard and the one you heard most recently
The 3 most popular babies’ names in 1999 and the three that will be most popular in 2020
Guess the most common and least common food that everyone in the class had for
breakfast
Snog, marry, avoid
A fun task that helps students understand personal preferences. What would you do with the
following famous names and why?
TOP TIP
Prince William, John Terry, Russell Brand
Be energetic and enthusiastic.
Cheryl Cole, Davina McCall, Ferne Britton Channel any nerves into passion!
Nick Clegg, Gordon Brown, David Cameron
4. Step 3. Set objectives or learning outcomes – engage them in the learning
Describe, simply and EXACTLY what you want the students to be able to do by the end of the
lesson. Do this at two levels (at least) for differentiation.
This is the crucial moment when you engage the students in the exciting task ahead and explain that
this will make a difference to them personally. To succeed you must communicate your expectation
of success and your personal excitement about what they can achieve and why it is important.
How can you convince the students that learning is a journey and that they have an amazing capacity
to progress during this lesson? There are three parts to doing this:
1. Explain (with passion!) what success in achieving the objectives will look and feel like. (The
‘brilliant outcome.’)
2. Showing them that achieving the objectives is part of a learning journey by using a
continuum line.
3. By also setting one or more personal skills objective
Draw a continuum line that leads to the ‘brilliant outcome’ they are heading towards in their
learning journey. (Shown below in the boxes) At the start of the activity students decide where
along the line they are now. After the activity they then mark where they are now, to demonstrate
what (if any) progress they have made in the lesson towards the outcome. The same is done for the
PLT skill, helping the students towards self assessment regarding this skill. These are just as crucial
for an outstanding lesson.
Examples:
Objective / learning outcome.
By the end of this lesson you will be able to:
Notice how a writer has used language effectively (level 4)
Comment on how the writer uses language to engage the reader using quotations (level 5)
I will read and
understand great
writing so that I can
learn to write
brilliantly myself
Team worker. Show how well you work with others
I make a big
difference to my
team’s performance
through listening,
working together and
setting high
standards
5. Independent Enquirer: Worked independently and found things out for myself
I can think about
what I need to do to
succeed in a task
and do it really well
on my own
Step 4. The main lesson activity / activities
This is where the teacher’s input really comes in. There needs to be:
A challenging level of subject knowledge
Active, collaborative learning – this is crucial as students should be able to work,
on task, ‘without adult supervision’
Choice of activities or of approaches to them
Lots of higher order questions (which you don’t answer for them)
Visual aids and practical activities
The first 3 points above, choice, collaboration and challenge need to be present in order to
deliver an outstanding lesson for these reasons:
Challenge. Because this is the way to ensure that expectations are high and learners
are working to make progress in their learning
Collaboration. Because students should be talking more than teaches and working
together to achieve the ‘brilliant outcomes.’
Choice. Engages the learners and make them feel committed to the task
Good collaborative activities tap into the talents in the room and help connect the learning with the
world at home.
Set up group work or team work that develops employability skills (-the PLTs). Coach students about
the stages in group work - forming, storming, norming and performing. Roles within groups and the
skills needed for effective leadership also need to be taught.
3 useful beliefs which underpin outstanding teaching:
WE ALWAYS UNDERESTIMATE THE CAPABILITIES OF YOUNG PEOPLE.
WE GET WHAT WE EXPECT
EVERY CHILD WANTS TO SUCCEED
6. Collaborative project examples.
Note that these have some CHOICE in the tasks and an onus on completing the work as a group. The
outcomes should be presented by the group and, as far as is possible, quality control should be given
to the team. An element of competition can be added by allocating points to different tasks.
7. Watch the video clip Make a video of
your rocket in
http://wwwyoutube.com/watch?v=XKtH flight
Collaborative learning project on rockets - PHYSICS Ouzg8wU
2 points
Shaded tasks are compulsory
Write a table listing similarities/differences
Thanks to Wolgarston High School for this example between this space rocket and your water
rocket.
Produce a
5 points
design for a
Draw diagrams of
water rocket What is PSI? Why your water rocket
is it important in showing the
2 points
launching a Build a water forces acting on it
Research Newton’s Produce a piece
2 points rocket? rocket
first Law of Motion of drama to
2 points
5 points illustrate
5 points 10 points
Newton’s laws of
motion
Research Newton’s
second law of motion 7 points
5 points
Research Newton’s Find out how
third law of motion Water Rockets scientists learn
about space
5 points
2 points
Write a series of
predictions of Compare the Brainstorm your Write a detailed
what would performance of ideas for how to Launch the rocket evaluation of the
happen if the your rocket with improve the and measure performance of your
volume of water that of another performance of a distance travelled. rocket
changed group water rocket
3 points 5 points
2 points 2 points 2 points
8. Create your own country – humanities/English
2. Compose 3. Create a currency 6. Write examples of
5. Make a list
and perform for our country. Work 4. Write and your countries language
of products
an anthem for out the exchange rate deliver including useful phrases
that your
your country and some examples of (record) a for visitors. - 6 points
country
prices and salaries- 6 speech to
specialises in.
– 6 points points celebrate your 7. Create a
Create a
country– 5 website or leaflet
prototype of
1. Write the ten points to advertise
one. 6 points
commandments for your holidays in your
country to demonstrate country – 5 points
your culture, morals and
religion
14. Create your own 8. Design a coat
task – check it out with Create your of arms or flag
own
your teacher – 10 points and slogan for
your country – 2
13. Create a list of laws for
country points
your country– 3 points
9. Design a map of your
11, Explain the favourite sports of 10. Write a day in
12. Create a typical menu country showing major
your country and what success they the life of one of
that represents traditional landmarks, animal habitats
have achieved - 4 points your citizens
food from your country – 4 and historic sites. – 7 points
points 5 points
– 5 points
9. Step 5. Dish up the DIRT...... often!
DIRT = Dedicated Improvement and Reflection Time through assessment AS learning. As the
process of learning is a journey, it is essential to raise awareness about this process by reminding
students frequently to check their learning process and progress. What have you learnt, how far
have you travelled towards the learning outcome? There should be regular checkpoints which then
become assessment AS part of the learning process.
Reviewing and reflecting.
As students know what the success criteria is and are aware of the need to continue to gauge their
progress there is also a need to focus on the quality of the work produced. This is the quality control
moment when students work on their own or together to improve their work. A checklist that
relates to success criteria could be helpful here. You could use APP (assessment of pupil progress)
student sheets to enable students to start to self or peer assess the work produced. Working to
redraft, improve and amend following constructive criticism is a vital part of the learning journey. It
also gives the students more control and responsibility for the outcomes. This prevents marking
being a mysterious process that goes on in the teacher’s head. Assessment becomes part of the
learning process.
See the example from English below:
style.
audience and
to purpose,
appropriate
which are
Produce texts
texts.
thoughtful
and
interesting
imaginative,
Write
WRITING
AF2
AF1
In most writing
Level 3
right style.
features and the
try to use some
purpose,
try to show the
time
I don’t all the
viewpoint even if
try to show a
information,
try to add to basic
ideas,
include relevant
writing
Across a range of
Level 4
right style.
try to use the
features,
use appropriate
writing clear,
purpose of my
make the main
clear viewpoint
while showing a
description,
ideas in detail and
develop some
ideas,
choose relevant
10. writing I
Across a range of
Level 5
need to.
features when I
adapt some
right style,
features and the
show some
writing,
purpose of my
maintain the
viewpoint.
consistent
establish a
of writing,
suited to the form
develop ideas
imagination,
ideas with some
develop relevant
TOP TIP
Take a moment for a mini plenary at any time to gather evidence of the learning progress (Especially
if you have an observer) .
Step 6. Final Plenary/Review
Plenaries can take place throughout the lesson. Moments of reflection about how the
learning is progressing are an important part of an outstanding lesson. At the end a
memorable plenary will sum up the learning outcomes. DONT BE AFRAID TO
ACKNOWLEDGE WHEN THEY HAVEN’T ALL MADE PROGRESS. This gives you a chance to
explain what your next steps will be to ensure ALL students have learnt what they need to
know.
The moment of truth: How far did we get towards our objectives?
You could stick a huge learning progress arrow on the wall that you can use as a visual aid for
students to pin their names on to show how far they have progressed towards the learning
outcome.
Some other useful plenary techniques:
Post-its for students to collect 3 things they have learnt. These can be placed on the door on the
way out or shared in groups and prioritised.
Mini whiteboards and pens for writing key points from the lesson and holding up.
Showing 5, 4, 3, 2, 1 fingers to demonstrate success in learning progress. 5 fingers means ‘I
really got it’, 4 means ‘mostly got it’ 3 ‘got some ot it’ etc
Sit in a hotseat and make 3 points as a key character that would be an expert in the lesson
outcome, hand on to another class member who has to make 2 points, then down to 1.
Use a metaphor such as a rucksack or treasure chest to put all the key learning points from
the lesson to open up next lesson. These can be written on paper and folded up to place in
the bag or box. At the beginning of the next lesson they can be opened up and shared.
11. Write newspaper headlines – summarising your key learning in a headline. Useful to have some
mock up newpapers made with blank headlines.
ALWAYS FINISH ON TIME SO THAT YOU DONT MISS OUT THE PLENARY IN YOUR LESSON PLAN. CUT
SHORT OTHER ACTIVITIES BUT MAKE SURE YOU DEMONSTRATE THE LEARNIGN AT THE END AND
MAKE YOUR OWN ASSESSMENT ABOUT WHETHER YOU HAVE SUCCEEDED IN ACHEIVING THE
LEARNING OUTCOME.
It should be very clear to any observer that students have made progress in learning and
can demonstrate it. Where insufficient progress has been made it should be clear what
the plan of action will be to address this next lesson. One of the most common criticisms
is that teachers don’t use assessment outcomes to inform future planning. Make it clear
that you can see what each and every student has learnt and what the next steps are to
secure progress.
Finish the lesson by setting the scene for the next exciting learning experience that will build
on the lesson today.
Jackie Beere OBE, author, trainer, AST and SIP
This article is an extract from Jackie Beere’s new book the ‘Little Book of the Perfect (Ofsted)
Lesson.’ Published by Crownhouse Publishing. In this she will be exploring homework, use
of Teacher Assistants, behaviour management and creativity amongst other aspects of
classroom practice.