Planning lessons and Outstanding Teaching

1. Planning lessons and Outstanding Teaching Dr Jonathan Glazzard

2. Draw a house • TASK – 5 minutes

3. Have you been successful? • Mark your work

4. What does a fab lesson look like? • DISCUSSION

5. No model of teaching • Time on task • Reduce teacher talk • Progress during the lesson • Good attitudes to learning • Triangulation - no show ponies! • Progress in books over time • Progress data over time • Children being good learners

6. Learning Objectives • LO visible throughout the lesson, well explained and put into a meaningful context- tell them what they are learning and why. • Identify the focus for learning (not activity) • Teacher refers back to the LO throughout the lesson • Use mini-plenary to reiterate the LO –Do we think Kiran has met the learning objective? • Pupils able to say what they are learning

7. Good learning objectives? • 1. Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels • 2.To learn to learn the 2, 3, 4 and 5 times tables (KS1 Maths) • 3.To draw a self-portrait using charcoal. (KS1 Art) • 4.To plan a fair test to find out which material is the strongest. (KS2 Science)

8. Good learning objectives? 5. Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise). 6. To make a vehicle using wood. 7. Measure the perimeter of simple 2-D shapes 8. Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle

9. Stripping back learning objectives? Muddled To list what a pet needs to remain healthy Make it better

10. Muddled To be able to write instructions to make jelly Make it better

11. Muddled To write a character description of the giant Make it better

12. Success Criteria • Steps which enable pupils to achieve the LO • Children involved in the process of agreeing the SC. • SC are used by the learners to self-evaluate and improve learning during the lesson. • Refer to them in the plenary

13. Example - Literacy • LO: We are learning to write instructions Remember to: -Include a title -Include a list of things that you need -Include bossy verbs -Make sure your instructions are in the right order

14. Example - Literacy • LO: We are learning to write a recount Remember to: • Write an opening to say where you went and when; • Use time connectives (first, next, then, after, finally) • Include some detail about each event • Put the events in order • Write how you felt about the experience

15. Example- Literacy • LO: We are learning to write a character description Remember to • Describe the character’s face • Describe the character’s hair • Describe the character’s clothes • Describe the character’s personality • Use adjectives

16. Example- Literacy • LO: We are learning to describe a setting in a story Remember to • Describe what you can see • Describe what you can hear • Describe what you can smell • Describe what you can feel • Use adjectives • Use similes

17. Example- Mathematics • LO: We are learning to partition and recombine Steps to Success Example 24 + 43 = 67 • Add the tens: 20 + 40 = 60 • Add the units : 4 + 3 = 7 • Add the tens and units together: 60 + 7 = 67

18. Example- Mathematics • LO: We are learning to solve word problems Example: There are 3 children. They share9 sweets. How many sweets do they each get? Steps to Success • Underline the important parts of the problem • Decide whether you need to + - X or ÷ • Record the calculation • Write the answer

19. LO: To be able to identify odd and even numbers 1. Look at the last digit in the number 2. Draw that number of dots 3. If all the dots have a partner the number is even. 4. If there is one dot without a partner the number is odd.

20. Whole class input • Creative starter – “hook” them in • Clear modelling against steps to success • Participation – all can respond and are engaged • No hands up • No opportunities for learners to be passive • Support staff have a clearly defined role during the main class input

21. Hooks • What hooks have you seen to engage children in learning?

22. Lesson Structure • Connection activity- prior learning • Share LOs / SC • Introduce new learning – model • Check that they understand- “checking in” • Applying the new learning (Time on Task) • Plenary

23. On task and learning • Teacher gets the children on task quickly; • Children work on tasks enthusiastically; • independently and support one another to succeed; • Paired work • Group work • Teacher avoids over-modelling;

24. Learning behaviour

25. Pace • Pace means pace of learning not race! • Teaching is sharp and well-paced so that children sustain a good level of engagement and stimulation throughout.

26. Resources • Should be high quality • A variety of differentiated scaffolding and supporting materials and resources are used to meet the needs of all pupils. • Pupils use the “tools for learning” in the classroom to help them make further progress e.g. working walls

27. Working Walls • What should be on a working wall?

29. Role in the lesson • High level teaching continues during task time • Teacher makes adjustments as a result of quick, accurate assessments. • Teach children what to do if they need help; • Offer support if they are not making progress despite using the tools for learning • Extend/ challenge those who need to progress further • Encourage children to set each other challenges

30. Engagement • All learners in the class are interested and engaged, throughout the lesson • Learners have had a direct input into setting the context for the learning activity to ensure it meets their interests.

31. Checking on learning • Teach: Model/ explain a calculation strategy • Do one together • Give them a calculation and get them to show you how to do it.... Is progress visible? • Set them on task • Observe them as they work and get them explain to you what they need to do to be successful • Check on learning in the plenary

32. Challenge • Are all pupils being challenged? • Is the challenge realistic? • Can you put in additional challenges during the lesson if they demonstrate that they are meeting the initial challenge? • Challenge for the more able?

33. Making Progress Visible • Explain very clearly at the start of a lesson what the prior learning was? • Explain what the new learning is. • Tell them that they might find this tricky but that means they are learning. • Teach them • Check they understand- get them to demonstrate this to you • Give them sufficient time to practise the skill • Capture progress for the whole class rather than picking out individuals who made progress • Get them to demonstrate the new learning in the plenary

34. Deployment of other adults • Additional adults have a striking impact on the learning and progress of the children they are working with. • Teacher has planned for and resourced the adult effectively. • Deployed at every stage of the lesson in supporting learning

35. Plenary • Plenary is used effectively for children to assess own learning against the SC. Teacher sums up by making explicit links to next lesson. • Self assess against the SC not how they ‘feel’ about the lesson. • Peer assessment • WWW • EBI • WAGOLL

36. Learning Behaviour • Straight into learning • Transitions are handled well • No wasted time • Learning behaviour does not mean that children should be passive • Children should be asking questions, managing distractions, demonstrating perseverance, collaborating, noticing

37. Marking • Quality of marking in books • Specific praise • Give them a target • Give them time to respond/ act on target- up-levelling own work • Build in a worked example

38. Pupils know their targets • Pupils can talk confidently about how they are meeting their targets. • The teacher personalises tasks to enable children to meet their targets.

39. What prevents progress being as rapid as it could be?

41. The first 15 minutes of a lesson

42. Lesson structure 1 Class come in Teacher-led session takes place. Objectives are shared. Children sit together for input Guided group and small group work Individual tasks set. Work is monitored. Teacher gathers groups together to look at learning that has taken place. Plenary Session ends

43. Lesson structure 2 Class come in Teacher-led session takes place. Objectives are shared. Children sit together for warm up activity and/or input. Guided group and small group work Individual tasks set. Work is monitored. Individual tasks set. Work is monitored. Teacher gathers groups together to look at learning that has taken place. (plenary) Session ends

44. Lesson structure 3 Class come in One group sit down to complete a challenge independently. Teacher led session takes place for relevant groups. One group sit down to complete a challenge with TA. Teacher works with HA introducing new concept. Once understood, rest of this session and much of next session, will be spent working independently. Individual tasks set. Work is monitored. Further teacher led session takes place. Session ends

45. Things to consider What structures do you use presently? How is the teaching and learning going to change in your classroom? What are the barriers to this? How can you overcome these?

46. Lesson observations Lesson observations focus on progress in a lesson. Be very clear about where this progress takes place and change the parts of your lesson where it does not take place. Take particular care in the first 15 mins of your lesson.