What makes a good lesson?What makes a good lesson?

PURPOSE

To investigate the characteristics of a good lesson.

To plan our future learning.

Why are we doing this?

The traditional school often functions as a collection of independent contractors united by a common parking lot. - Robert Eaker

If we leave virtually every instructional choice up to individual teachers who work alone, then inferior practices will dominate in most schools. - Kati Haycock 2004

Isolation is the enemy of improvement.-Schmoker

Latest research shows:-

It matters twice as much which teacher you get than the school you go to.

It takes students 2 years to recover from every year of poor instruction.

High quality practice becomes embedded when we do the right things even when no one is watching.

Program for International Student Assessment.

(PISA)Using Final Word Protocol

Identify a significant idea/quote from the texts. (choose a backup as well) [10 min]

First person has up to 2 minutes to say why they chose that quote/idea. (agree/disagree, issues it raises, wonderings)

Each person then responds to the idea/quote. (1 minute each)

Final word is back to first person. (1 minute)

SchmokerResults Now

Four “A”s Text Protocol

Read-It’s about teaching. P9-10, Beyond the Buffer: Looking in classrooms. P15-18,

Just leave me alone & let me teach. P24-26. (15 minutes)

What Assumptions does the author hold/make?What do you agree with?What do you want to argue with?What parts do you want to aspire to?

What are the characteristics of an

effective lesson?

-On the sticky notes, write down any characteristics of an effective lesson. ( One characteristic per note )

Place notes on wall with similar ideas making a tower.

What makes a good lesson?

Introduction (the hook)

Catch the students interest/attention to lay the foundation for the lesson. Address students prior knowledge and review any previous work.

Clear Purpose

When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning. Marzano 2003

An example

Teacher led workshop or Mini-lesson

Teacher provides the information and concepts of the lesson. Teacher models what you expect the student to do. ( Determining if the class has “got it” is a crucial aspect of this step ) Questioning techniques?

Guided Practice

Immediately after your instruction, for the student to apply or practice what he/she has learnt. You observe performance and provide feedback and re-teaching if necessary.

Independent Practice

Once the student has mastered the skill or concept it is time for them to further apply the new knowledge on their own. Exercises, projects, presentations, essays etc. Formative assessment continues during this stage.

Closure and/or Reflection

You analyze the students understanding and help students makes sense of what they have learnt. Review key points of the lesson and how it relates to the overall curriculum.

Students and teacher have time to reflect on the lesson thinking about “what” and “how” they learnt.

TIME

Introduction and mini lesson 25% of lesson (maximum)

Guided and Independent work 60%

Closure/sharing/reflection 15% (Minimum)

Teaching is more than just simple lesson

structure.

Read the Article- Paired and Group work

Find a Positive, a Minus, & an Interesting

( 10 minutes )

A real lesson

Read the “Researching Numeracy Teaching” Article.

Watch the video of an Algebra lesson and identify any of the scaffolding practices.

The 5 Es

5 E’s Card sort

In pairs, find the 5 Es headings and place the teachers and student behaviour statements under the correct heading.

POE

A technique that is essential for science and very useful for all other subjects.

What’s happening elsewhere?

What Makes a Good Lesson?

Isle of Wight Partnership

OFSTED

Office for Standards in Education

Good lessons are well planned

The structure which follows gives a sensible overall shape formost lessons

1. A) Clear learning objectives in ‘pupil speak’ B) Clear learningoutcomes in ‘pupil speak’ (what pupils must produce.

2. An exciting short starter to stimulate enthusiasm, promote thinkingand to engage the pupils from the start. May or may not be relatedto main lesson topic.

3. A series of short episodes addressing different learning styleswhere possible – appropriate deployment of learning strategies.

4. A plenary – draws together learning BUT is not just a summary. Itmust re-engage, review, test understanding, apply learning. Try tomake it active for pupils rather than teacher reiteration.

5. Assessment for learning – formative assessment should be seenin every lesson – teacher Q and A, pupil self review againstlearning objectives, outcomes of problem solving, application oflearning, all provide opportunities. Without this a lesson will beUNSATISFACTORY

Where to from here?

Keeping in mind the schools focus and priorities,

Writing, High expectations and Engagement.

Decide on a focus that you can work on from todays learning. It can be separate from the schools.

Classroom of the Future