Outstanding Learning

Jackie Beere Advanced Skills Teacher

Author, Former HeadteacherSchool Improvement Partner

Author of The Perfect Ofsted Lesson and The Perfect Ofsted Inspection

Demonstrating progress.............

In the age of uncertainty…

‘It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.’

Charles Darwin

21st century children:

More depression more

suicides…Addicted to distraction…

Values vacuum…

CORE SKILLS MATTER

Primitive

Emotional

Thinking

Novelty/surpriseHumourMusicRhythm/rhymeLoveMysteryStoriesPassion!

EvaluationReflectionCreativityAnalysis

FearAngerThreatAnxiety

Fixed mindset Growth mindset

Intelligence is a given Intelligence can be developed

Leads to a desire to look smart and therefore tendency to:

Leads to a desire to learn and therefore tendency to

Avoid challenges as can’t risk failing Embrace challenges willingly

Can get defensive or give up too easily

Persist in the face of setbacks

See effort as fruitless or sign of weakness

See effort as the path to mastery

Ignore useful negative feedback Learn from criticism and welcome the feedback.

Feel threatened by the success of others, leading to fragile self confidence and relentless perfectionism

Find lessons and inspiration in the success of others

As a result, may plateau early and not

achieve potential

As a result, can reach ever higher levels of

achievement.

creativity

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When observing lessons, inspectors may find the following prompts helpful.

Are pupils working independently? Are they self-reliant – do they make the most of the choices they are given or do they find it difficult to make choices?

To what extent do pupils take responsibility for their own learning?

How well do pupils collaborate with others?

Are pupils creative, do they show initiative?

Are pupils developing habits of good learning?

STOP PRESS• More observation, more teachers, more important

• Literacy and numeracy in all lessons/subjects

• Behaviour for learning• Teaching assistants!• Assessment informing progress

7 STEPS to the perfect lessonthey do 80/20 you do?

Step 1 Immediate engagement - Why (prior learning/progress/scheme/big goal)

Step 2 Set up learning environment (RAPPORT)

Step 3 Outcomes- objectives (differentiated, success criteria, high expectations)

Step 4 Engaging tasks (active -inspire –thinking-questions-pictures)Step 5 Group Activity – collaborative/engaging /choice/co-designed

Step 6 Dish the DIRT – reflect, improve, add extra learning EXPERT TEACHER ADDS PROGRESS

Step 7 Assessment of progress – what have we learnt, how do we know, what’s next...

Choice- collaboration-challenge-communication

Objectives

Learning objective• To evaluate some

strategies that will improve learning progress to create the ‘perfect’ Ofsted lesson

Skills/competency objective• Creative thinking • Collaborative learning • Writing to persuade

Use PLTs framework• Self manager• Effective participator• Creative thinker• Reflective learner• Independent Enquirer• Team worker

Success CriteriaTo evaluate some strategies that will improve learning progress to create the

‘perfect’ Ofsted lesson

Creative thinking

Collaborative learning

Writing to persuade

Share ideas with others in a very engaging way

Engaged in innovative thinking that creates new solutions

Use ‘perfect’ strategies and techniques in my lessons to deliver progress

Engage reader to want to change behaviour

DifferentiatedAttn: vulnerables

HIGH EXPECTATIONS

To recognise the power of different types of language

I will be able to:• Use formal and informal language (Entry level) • Explain how to speak and write in appropriate language (Level 1)• Teach others how to use a range of writing and speaking styles appropriate for different audiences (Level 2)

E L1 L2

I can use language to be a successful communicator at work and in life

Engaging activities for independent learning

Choice – challenge – collaboration-communication

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Engaging Activities..\Collaboarative learning ideas\post 16 heart sheet.docx..\Collaboarative learning ideas\post 16 comms language task sheet.docx

SWAP SHOP - ..\Collaboarative learning ideas\SWAP SHOP.docx

Market Place

.

Questioning and feedback

The teacher’s craft….

What does sadness taste

like?

Is carpet a good thing?

Can you hear snow?

Do children smell nice?

What colour is 10?

Measuring progress – the perfect plenary

What are they looking for?

ProgressSatisfactory

Good

Outstanding

• – teacher led

• – demonstrated through peer and teacher

• – student demonstrated, self recorded and apply to new context....

Display for learning – big lessons

Do lots of DIRTDedicated improvement and

reflection time

Teacher adds Xtra progress

Teachers - what’s the difference? Satisfactory?Fount of knowledge ‘filling

empty vessels’Didactic – teacher guides pupilsTeacher questionsOutcome focusIntelligence is fixedTeacher talks

OutstandingFacilitatorPupil-centred activityPupils construct

questions/challengesPupils as co-designersPupils judge success, self

correctingCreative opportunitiesSuccess and failure equal

partners for learningReflection/ metacognitionDevelops habits/dispositionsLanguage for learningRecognises diverse

needs……

Students as leaders and independent learners

• Co-designing the learning• Self differentiating, setting their own success

criteria• Teaching and coaching each other• Letting them take responsibility• Working harder and talking more (on task)

than you do Only babies need spoon feeding!

We know what we are learning and why

We know what “good” looks like and how to achieve it

We know what we are doing well and where we need to improve

We know what our next steps are and that makes us confident that we can succeed

We can see how the skills that we are learning in this lesson transfer to other contexts and that’s helping to make us better,

more independent learners

Our teachers provide clear and challenging objectives

Our teachers help us to recognise and achieve the standards we should be aiming for

Our teachers (and our peers) give us regular feedback for learning which is both positive and specific

Our teachers show us precisely what we need to do in order to make progress in our learning

Our teachers emphasise the links between learning in this lesson and learning elsewhere. This means we know how to apply and

adapt the skills we are learning

Assessment for Learning creates EQ

1. Self-assessment 2. Peer assessment3. Thinking time for

questions 4. Sharing criteria5. Focussed marking

1. leads to self awareness2. leads to empathy and

resilience3. builds self-esteem4. enables students to set

targets and goals5. helps them understand

mistakes as learning experiences

Effective feedback should:• focus on the learning objectives and/or success criteria;• confirm that pupils are on the right track;• stimulate the correction of errors or improvement of a

piece of work;• scaffold or support pupils’ next steps;• provide opportunities for pupils to think things through for

themselves;• comment on progress over a number of attempts;• avoid comparisons with other pupils;• provide pupils with the opportunity to respond.

negative

Non-specific

positive

specific

Assessment that informs learning - SPOOF

• Specific – linked to progression model• Positive, reward effort - and focus on what is

right• Ownership for the students (WWW/EBI/MRI)• Outcome focused - where are we going?• Flexible - constantly adapting the plans to

deliver best learning

6 Cs for success in the classroom

•COLLABORATION •CHOICE•CHALLENGE create•COMMUNICATION skills•CONFIDENCE as learners•CREATIVE thinking for new solutions

Success CriteriaTo evaluate some strategies that will improve learning progress to create the

‘perfect’ Ofsted lesson

Creative thinking

Collaborative learning

Writing to persuade

Share ideas with others in a very engaging way

Engaged in innovative thinking that creates new solutions

Use ‘perfect’ strategies and techniques in my lessons to deliver progress

Engage reader to want to change behaviour

Write a ten word text message to persuade a colleague to try a new

technique

Checklist – the 80/20 lesson• Start: environment, rapport, attitude• Objective and level of expectation• Flexibility to adapt lesson and respond to progress• Questioning and classroom dialogue• Impact of interventions by teacher• Skills development – PLTS and subject• Subject passion and expertise• Quality of feedback – oral and written• Level of student to student support• Resources especially ICT and TAs -add to progress• Student self reflection and review is endemic• Outcome demonstration by students – progress for all

Communicate!Self-disclosure feeds emotional intelligence

OPEN – everyone knows BLIND – others know

HIDDEN – you know UNKNOWN – no-one knows (yet)

Reading and resources

• ‘

Jackie Beere:The Perfect Lesson The Perfect Ofsted InspectionThe Primary Learner’s Toolkit

The Teacher’s Toolkit – Paul Ginnis

• www.independentthinking.co.uk• www.campaignforlearning.org• www.jackiebeere.com

jackie.beere@virgin.net. Thanks for listening