Share a lesson

1. Share a lesson Teacher Students Pause the discussion / lesson at any time you want to discuss a key point, Look in particular at the area of teaching that you are responsible for • Talk us through the procedural parts of the lesson. • Try to give an insight into your reasons for planning your lesson the way you did, • Enact any significant activities / questioning / Afl in real time with us as students

2. Success criteria for an ‘Outstanding’ Lesson • I have split these criteria up into 6 categories, • Each week, we will rotate which person is responsible for which category, • Your job is to focus on this aspect of the lesson, asking questions and giving guidance if necessary. • Planning and progress • Metacognition • Assessment for Learning • Questioning • Behaviour and Engagement • Literacy / Basic skills

3. 1. Planning and progress • Learning objectives phrased as K/S/U • Learning objectives are clear / manageable • All tasks / outcomes clearly designed to aid progression towards objectives • Three main tasks progressing towards objective • Learning outcomes are stepped or graded in terms of progression towards objective • Students are engaged in active 'tasks' (rather than listening / answering questions) for the majority of the lesson • Students are given a success criteria, which is shared with them effectively to ensure understanding • Modelling is used to demonstrate how to successfully complete a task

4. 2. Metacognition • Learning objective shared to encourage cognition • Learning objective is revisited regularly throughout lesson • Progress towards objective is regularly narrated, • Students are encouraged to track / discuss their own progress • Evidence of students responding to targets, either in books or within the lesson • Peer and self-assessment is used to allow students to judge their work against a success criteria

5. 3. Assessment for Learning • Progress towards objective is ‘benchmarked’ at start of lesson • Whole class AfL used to check learning • Hingepoint question used to check learning • Planning is adapted based on in-class assessment data • Final outcome designed specifically to demonstrate achievement of the objective • Plenary used at end of lesson gives conclusive data on progress • An exit ticket is used that tests for achievement of the learning objective

6. 4. Questioning • Wait Time / No Opt Out used to ensure all students participate in questioning • Encourages student ownership of questioning (A,B,C) • Teacher holds out for complete answers to questions / holds high standards for answers • Teacher uses follow up questions to challenge

7. 5. Behaviour and engagement • Lesson uses ‘hook’ to engage students in learning • Strategies are used to increase engagement in the lesson, for example competition • Positive framing of behavioural instruction and task instruction, • Tasks are sufficiently challenging / scaffolded to suit all learners, • Lesson uses variety of task types (pairs, groups, alone etc.,)

8. 6. Literacy / Basic skills • Literacy ‘Do Now’ used at the start of lesson • Techniques used to ensure students are accountable during whole class reading, • Techniques used to fix decoding / reading errors, • Success criteria used for any extended writing task,

9. 1 One thing that I want to focus in next month • 2 Two things that I will do in my next lesson • 3Three things I learned today

10. 1 • 2 • 3