Expectation

Learning Intentions and Success Criteria – every lesson

▫ Up on board, explained/discussed ▫ Success criteria are referred to

throughout the lesson as they are achieved and at end of lesson

▫ Success criteria should be measurable by the students, so that they can decide for themselves how they have gone.

What I saw On the board but not referred to or discussed.

My Comments ⭐ Get the class to copy these into a document while you do the roll. Explain it to them as they are doing this. This will help to settle the class.

3 Storey Intellect – every lesson ▫ Talk about the level of thinking

required in the activities you get the students to do

▫ Metacognition/meta-learning, Relate the level of thinking to:

▫ How hard it feels to do the activity (how much they are thinking)

▫ How much they are learning (learning more as they are thinking more)

▫ Achieved (= gathering), Merit (= processing) & Excellence (applying) levels of achievement

Not discussed.

Graphic Organisers – as relevant Used to order student’s thinking and to push the level of thinking done by a student to a higher level. The organisers we’re concentrating on are:

▫ Describe (gathering level)

▫ Compare and Contrast (Processing)

▫ Evaluate (applying) You can of course use any of the other graphic organisers. Some apps could be considered to be graphic organisers.

Not used. ⭐ Socrative is a good app for quizzes. There is also a website called Kahootz which the kids love.

Name: James Appleby Date: 1.5.15 Class: Year 9 Social Studies Period: 3

Manaaki – as relevant but most lessons Respect for yourself, others and the environment. This can take many forms and pops up often. Use the word Manaaki.

You remind the class to show Manaaki respect when a student is talking. Throughout the lesson you have to remind the class to keep the noise down and respect others.

Well done 😄

Quality of your feedback/feedforward – as often as possible Put your energy into this. Try to structure your lessons so that you are able to give quality feedback and guidance on how to improve (feedforward) to your students. These means structuring the lesson activities so that you are not up front the whole time and so are free to move about the room giving feedback. You could encourage able kids in the class to help other kids by pairing up with someone who needs a bit of help, kids will often do this informally. This will also take the pressure off your time moving about around the class.

While playing the game at the beginning you affirm each answer positively. At the end you ask the class if they want to do it again and they say yes.

You are very patient and positive. Using humour is great 😄 .

Lesson Structure – always The lesson should be filled with purpose and have no ‘dead’ time. For example, when you are doing the roll, the kids have something to work on, transitions between different phases of the lesson are seamless. There should be a clear beginning, middle and end to your lesson! Beginning: review/starter activity/introduction (some of these) + discuss learning intentions and success criteria Middle: this is the main body of the lesson. End: review what has been achieved, refer to success criteria and learning intentions.

Beginning 1. The class line up and

come into class quietly.

2. Do now - you explain then the class play.

3. You do the roll. Middle 1. The class complete a

weekly quiz. The class is too noisy so you stop the quiz and remind them of the noise level that you are happy with. This happens a couple of times. The class swap books and mark the quiz.

2. You remind the class to bring a hat to the next lesson.

3. The class discuss the Bali Nine event.

End

Beginning 1. Important to do with

this year level to help maintain Your authority.

2. The class really enjoy this 😊 . It engages the boys really well.

3. ⭐ Aim to have something for the class to do while you do this. Otherwise you interrupt the flow of your lesson. Maybe get the class to write down the learning intentions and success criteria.

Middle 1. If you see the culprits, start writing names on the board to keep in next time you have them before lunch or interval. Explain that they can get their names rubbed off if they start doing the right thing. You are very patient! End