What implications does this have for ourselves and our pupils?

What implications does this have for ourselves and our pupils?

TRUE/FALSE?…In an outstanding lesson….Discuss for 2 mins……

1. Every single pupil would be on task ALL of the time.

2. All of your teaching must be outstanding.

3. In a class of 30 pupils at least 28 pupils will make considerably better progress than might be expected.

4. Learning is more important than teaching.

5. AFL is key to assessing/demonstrating learning taking place and promoting/identifying learning that should follow next

FALSE

FALSE

True

True

True

Not a ‘perfect le

sson’ but

creativity/risk taking leading to

high quality learning

What makes an outstanding lesson?

What are we going to do?

• Develop your understanding of the Ofsted guidelines on ‘Outstanding lessons’

• Analyse part of a lesson against some of those criteria.

• Run through an example of a lesson taught by myself• Consider the implications for your own teaching.

•Ofsted grading criteria sheet – run through - Best fit basis for judgements

If in doubt – learning/progress and evidence for this is deciding factor.

This means ‘pupils doing things’ and ‘pupils assessing themselves/peers’ – to form evidence

97% or aboveClass 30 28/29 pupils

80-96% or aboveClass 30 24-28 pupils

AFL

The 4 P’s for perfection.

PLANNING

PROBLEM SOLVING

PERSONALISED LEARNING

PROGRESS PLANNINGAND AFL.

PLANNING

PERSONALISED LEARNING

PROGRESS PLANNINGAND AFL.

PROBLEM SOLVING

pace

challengeLearning journey

differentiation

Thinking skills

Use of data

Working together

creativity

communication

Success criteriaIndividual progress

mapping

Learning styles

Motivational topics and resources

Planning model e.g. TEEP

Pupil engagement

PLANNING

PERSONALISED LEARNING

PROGRESS PLANNINGAND AFL.

PROBLEM SOLVING

pace

challengeLearning journey

differentiation

Thinking skills

Use of data

Working together

creativity

communication

Success criteriaIndividual progress

mapping

Learning styles

Motivational topics and resources

Planning model e.g. TEEP

Pupil engagement

So where are we now in terms of grading?Think about the best lesson you have taught…Discuss for 3 mins in pairs/groups:• What grade (1,2,3,4) did it get/do you think it

would it have been?• WHY did it get this grade?• Would anyone like to share their ideas?

Planning for success………………

Watch this video clip and use your key aspects sheet to identify as many aspects as you can

• BONO – thinking hats – sheet as an evaluation tool.

• Video clip Dave H at Great Barr – 5mins to 7mins• What key aspects does this focus on?

So lets look at a whole lesson…..

• 8.1 – Cell division observation lesson

TEEP model for planning…

What is the force (newtons) here?• Mile’s fist accelerates at 100 m/s2

• The mass of his fist/arm/shoulder together is 20kg.• What force does he hit with?

Grrrrrrr!!!

Consider a lesson you have taught/are going to teach

• Using the Ofsted criteria and lesson observation sheets and ideas we have looked at.

• How can you ‘plan’ to be outstanding?

• Bullet point/spider diagram ideas you have covering:

- Differentiation – (SEN, personalised learning)- Learning activities (variety, challenge, engaging)- Lesson structure (prepare, present, construct, apply, review)- Assessment for learning

What makes an outstanding lesson?

What are we going to do?

• Develop your understanding of the Ofsted guidelines on ‘Outstanding lessons’

• Analyse part of a lesson/s against those criteria.• Run through an example of a lesson taught by

myself• Consider the implications for your own teaching.

Plan for success but still take risks……………….

Thanks for coming ………..see you in two weeks!