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What implications does this have for ourselves and our pupils?

What implications does this have for ourselves and our pupils? . TRUE/FALSE?…In an outstanding lesson…. Discuss for 2 mins ……. FALSE. E very single pupil would be on task ALL of the time. All of your teaching must be outstanding.

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What implications does this have for ourselves and our pupils?

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  1. What implications does this have for ourselves and our pupils?

  2. TRUE/FALSE?…In an outstanding lesson….Discuss for 2 mins…… FALSE • Every single pupil would be on task ALL of the time. • All of your teaching must be outstanding. • In a class of 30 pupils at least 28 pupils will make considerably better progress than might be expected. • Learning is more important than teaching. • AFL is key to assessing/demonstrating learning taking place and promoting/identifying learning that should follow next FALSE Not a ‘perfect lesson’ but creativity/risk taking leading to high quality learning True True True

  3. What makes an outstanding lesson? What are we going to do? • Develop your understanding of the Ofsted guidelines on ‘Outstanding lessons’ • Analyse part of a lesson against some of those criteria. • Run through an example of a lesson taught by myself • Consider the implications for your own teaching.

  4. Ofsted grading criteria sheet – run through • - Best fit basis for judgements • If in doubt – learning/progress and evidence for this is deciding factor. • This means ‘pupils doing things’ and ‘pupils assessing themselves/peers’ – to form evidence 80-96% or above Class 30 24-28 pupils 97% or above Class 30 28/29 pupils AFL

  5. The 4 P’s for perfection. PROBLEM SOLVING PLANNING PROGRESS PLANNINGAND AFL. PERSONALISED LEARNING

  6. Pupil engagement Motivational topics and resources creativity Thinking skills Learning journey challenge pace PROBLEM SOLVING communication PLANNING Working together Planning model e.g. TEEP Use of data PROGRESS PLANNINGAND AFL. PERSONALISED LEARNING Learning styles Success criteria Individual progress mapping differentiation

  7. Pupil engagement Motivational topics and resources creativity Thinking skills Learning journey challenge pace PROBLEM SOLVING communication PLANNING Working together Planning model e.g. TEEP Use of data PROGRESS PLANNINGAND AFL. PERSONALISED LEARNING Learning styles Success criteria Individual progress mapping differentiation

  8. So where are we now in terms of grading? Think about the best lesson you have taught… Discuss for 3 mins in pairs/groups: • What grade (1,2,3,4) did it get/do you think it would it have been? • WHY did it get this grade? • Would anyone like to share their ideas?

  9. Planning for success………………

  10. Watch this video clip and use your key aspects sheet to identify as many aspects as you can

  11. BONO – thinking hats – sheet as an evaluation tool.

  12. Video clip Dave H at Great Barr – 5mins to 7mins • What key aspects does this focus on?

  13. So lets look at a whole lesson….. • 8.1 – Cell division observation lesson

  14. TEEP model for planning…

  15. What is the force (newtons) here? • Mile’s fist accelerates at 100 m/s2 • The mass of his fist/arm/shoulder together is 20kg. • What force does he hit with? Grrrrrrr!!!

  16. Consider a lesson you have taught/are going to teach • Using the Ofsted criteria and lesson observation sheets and ideas we have looked at. • How can you ‘plan’ to be outstanding? • Bullet point/spider diagram ideas you have covering: • Differentiation – (SEN, personalised learning) • Learning activities (variety, challenge, engaging) • Lesson structure (prepare, present, construct, apply, review) • Assessment for learning

  17. What makes an outstanding lesson? What are we going to do? • Develop your understanding of the Ofsted guidelines on ‘Outstanding lessons’ • Analyse part of a lesson/s against those criteria. • Run through an example of a lesson taught by myself • Consider the implications for your own teaching.

  18. Plan for success but still take risks………………. Thanks for coming ………..see you in two weeks!

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