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Outstanding teaching and learning

Outstanding teaching and learning. The amazing colour-changing card trick. https://www.youtube.com/watch?v= v3iPrBrGSJM. Perception but NOT deception. Things you never want to hear (or say) after a lesson observation…. They didn’t see the start. But they didn’t see where it was going.

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Outstanding teaching and learning

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  1. Outstanding teaching and learning

  2. The amazing colour-changing card trick https://www.youtube.com/watch?v=v3iPrBrGSJM

  3. Perception but NOT deception

  4. Things you never want to hear (or say) after a lesson observation…

  5. They didn’t see the start. But they didn’t see where it was going • They missed the best bit. • They didn’t see the end. • If only they’d stayed a bit longer. • We didn’t have time to do the plenary… • They only watched my introduction.

  6. Cardsort Divide the criteria cards into two groups. • Criteria which you can easily demonstrate within a lesson. • Criteria which will be demonstrated over time and not necessarily within lessons.

  7. What might the evidence in a lesson look like? Choose two criteria and identify you would look for as evidence.

  8. What would observers see? Teacher Pupils TAs Start Middle End Teacher Pupils TAs Teacher Pupils TAs

  9. Into practice….. Describe a lesson you have taught recently (or are planning to teach) to the person next to you by drawing a timeline of the lesson. For each section of the lesson, discuss what is happening and note exactly what an observer would see: • the teacher doing • the pupils doing • support staff doing

  10. Into practice….. How would an observer know what the pupils were learning? How would the observer know that the pupils know what they’re learning? What is it about that activity that an inspector could identify as evidence for any of the criteria?

  11. PLANNING

  12. Unscrambling eggs! …but what are they learning?

  13. ICT Learning objectives: We are learning to: Use cut and paste to re-order the instructions for making scrambled eggs. We are learning to: Use cut and paste to re-order the instructions for making scrambled eggs.

  14. No plan survives contact with the enemy! Commander’s intent Helmuth Karl Bernhard Graf[1] von Moltke

  15. Spotting learning

  16. Assessment For Learning(Checking for learning?) Destination Checking for landmarks Next directions Re-calculation

  17. ? 16 2

  18. Processing?

  19. To know if learning is happening we have to “shake” the box!

  20. “Shaking” the box To know if learning is taking place, learners have to door saysomething.

  21. Ask ‘harder’ questions!

  22. Ever wonder what they’d notice? https://www.youtube.com/watch?v=WFvYZDR4OeY

  23. It’s not what you ask…..

  24. What do you notice? What do you wonder?

  25. Meaningless maths Richard had whispered to Dean for a total of 345 minutes in 15 days. How long do they whisper together each day? Mary can stay underwater for 53 seconds, Omee for 35 seconds and Joan for 42 seconds. How much is that altogether? Who cares?

  26. Questioning Test Diagnose Stimulate

  27. Sample questions (Bloom’s) Discuss in pairs/groups what is it about the question that puts it into that category? • What response could you expect? • What thinking processes will the learner have to employ? • What would you know about their learning from that question?

  28. Tweaking the wording

  29. Whose answer is it? Dylan William - IRE • Initiation • Response • Evaluation Pause – Pounce – Bounce Beware of taking over the answer

  30. Questioning Test Diagnose Stimulate

  31. “Hinge” questions A “Hinge” question is based on the concept that it is critical for pupils to understand key topics before moving on

  32. “Hinge” questions What is 14 489 to the nearest 1000? Students’ answers: 14000 15000 Why?

  33. “Hinge” questions • Quick way to assess a large group. • Answers have enough similarity to appear to be correct. • Learner has to understand in order to be able to identify the answer.

  34. http://www.slideshare.net/GTMGS/dylan-wiliam-breakout-1-questioninghttp://www.slideshare.net/GTMGS/dylan-wiliam-breakout-1-questioning

  35. A rhombus is….. • A 2D shape with two pairs of parallel sides • A quadrilateral with two pairs of parallel sides, each side being of equal length • a quadrilateral where all four sides have equal length. Opposite sides are parallel and opposite angles are equal. • a quadrilateral where all four sides have equal length. Opposite sides are parallel and all angles are right angles.

  36. Always, sometimes, never If you double the lengths of the sides of a shape, you double the area. --------- When you cut a piece off a shape, you reduce its area and perimeter.  --------- The square of a number is greater than or equal to the number

  37. Questioning Test Diagnose Stimulate

  38. True, False, Maybe?

  39. What impact will the question have on my learners? How will they react, respond, feel and think?

  40. Let’s all do creativity! Teaching creatively or teaching for creativity? (Narrowing the synapse gap)

  41. Creative teaching! Engagement or enthrallment?

  42. Teacher = Architect

  43. Learner = Builder (and architect)

  44. Teaching for creativity Encourage learners to see themselves as being creative. Identify their creative capacity. Foster that creativity. National Advisory Committee on Creative and Cultural Education

  45. Means Motive Opportunity

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