Teaching and Learning

Teaching and Learning C Some ideas to demonstrate outstanding teaching and learning in Lesson Observations

Effective Questioning Engagement and Enthusiasm Create a Brisk Pace Differentiation

 Students ask questions  Pair-share  Play a song to create time limit  Different levels of support  ‘No hands up’ policy  Encourage students to extend  Bell work  Choice of approach/task  Published questions and expand spoken answers  Oral times limits and time reminders  Individual targets for improvement  Think time inc pair-share  ‘Three things I’ve enjoyed...’ given to tasks  Students set own Learning objectives  Targeted, differentiated, planned  ‘Teach Me’  Use students as time champs and/or success criteria questions  Give students opportunities to ask  Lots of short tasks  Different types of task/activity (VAK)  Students encouraged to expand questions  Timer on screen  Different levels of task/activity answers  ‘No hands up’ policy  Extension activities  Lots of high level questions – even to  Smiling – staff and students  Exit tickets low ability students  ‘Teach someone else’  Opportunities for students to ask  Teacher never answers questions  Well presented and organised questions him/herself books and files  Targeted, planned questions  Teacher does not repeat students’  No time wasting answers  Random name generators  Learning objective presented as key question Challenge Progress Effective A4L Effective Sharing of Learning Objectives and Success Criteria  Brisk pace  Put post it notes on bullseye  Thumbs up/down to check  Think Skills Tasks e.g. Odd One Out, depending on how close you are to understanding at key points and adjust lesson Learning objective set as key Map from Memory, Most Likely To ... hitting the target accordingly question  Predominantly high level questions  Students list ‘existing knowledge’ at  Individual targets for improvement on  Students create own at end of which encourage students to start of lesson and after 20 mins add key pieces of work lesson analyse, evaluate and synthesise to it  Range of different types of  Learning objectives on each slide/ e.g. Why do you think ... ?,  Send a post card or letter in a bottle assessment: teacher, peer and self worksheet/handout What is suggested by ...?, to your teacher explaining what you  Effective Questioning e.g.  Read example answer and create Why do you agree ...?, have learned and what you still need ‘no hands up’ policy, targeted, success criteria What conclusions can you draw ..? to know planned questions, random name  Include literacy and numeracy Which is the most effective and why?  Effective Questioning generators based objective(s) Which is likely to have the biggest  Move post it note along progress  Give opportunity/time for students to  Include GSHS Learning Habits impact? arrow act on feedback and to make objective in KS3  Little teacher talk  Pair-share discussion and feedback improvements  Individual target post it notes for  Pens in pots  Thumbs up/down/mark / 10 about  Students use exemplar answer to each student  Role play how confident you feel before and create success criteria and learning  Showing video clips and ask  Create own exam questions after an activity objectives students ‘What are we learning  Individual targets for improvement  Students review targets set on last today?’  Mark / 10 for level of challenge piece of assessed work and make it  Share good and weak answers to  Students encouraged to extend and the focus of the next piece identify success criteria expand spoken answers  Clear learning objectives which  Peer assessment focus on learning not tasks  Peer Teaching  Learning objectives regularly  Investigative / problem solving reviewed approach  Learning objectives always visible  Timed tasks  Dartboard/bullseye/Tracking My  Students do not copy out Learning Progress – move post it note with objectives name on at pivotal moment in the  Bell work lesson  Students review targets for improvement and judge whether or not achieved  Students mark own/each others work using clear success criteria – identify strengths and targets for improvement Effective Use of Resources Reading, Writing and Independent Learning Understanding Regularly Being Inc TA’s Communication Skills being Checked Developed

 TA’s given Lesson Plan before to  Use of dictionary/thesaurus  Little teacher talk  Circulate with pen in hand plan additional resources  Remind of writing targets on front of  Opportunity to review own targets  Seek out students who are likely  TA’s targeting support at those who planners and progress against them not to understand need it or deployed to support other  Refer to Literacy pages in planner to  Choice of approach/task  Bullseye students whilst teacher works with support writing  Opportunities / encouragement to  ‘No hands up’ policy intervention group  Use word mats e.g. discourse marker, transfer learning skills  Feedback in books and student  Differentiated resources targeted at PEA and formal vs informal features of written Opportunity to self-assess and set comments in response students English own targets for improvement  Random name generators  Use ‘us’ language when referring to  Use 4 stage approach to writing  ‘Expert’ groups who research and e.g. lolly sticks with each student’s TA to show he/she where to support (see planner) feedback to others/ask questions name on learning with teacher  Use PEA paragraph structure  Co-operative group work (Kagan)  Thumbs up/down  TA has free reign of classroom  Reminder that dialect not  Clear roles within group work  Message in a bottle/post card to rather than being directed to appropriate e.g. facilitator teacher particular seat  Peer/self assessment to check for  Students encouraged to refer to  Traffic light cards  TA sitting next to students rather spelling, grammar and punctuation displays, other students, dictionaries,  Exit cards than standing when teacher speaking  Explicit reference to reading Internet, etc rather than ask teacher  Mini whiteboards  TA used to support the students to techniques e.g. skimming and  Students encouraged to ask other  Re visit Learning objectives learn and make progress not to scanning students rather than teacher  3,2,1 fingers support the teacher with  Sentence starters for spoken and  Students set own Learning  Progress arrow admin/resource management written English objectives and/or success criteria  Abandoning lesson plan if  TA’s to use open questions to tease  Give access to key vocabulary  Opportunity to ask questions necessary if students not out students’ misconceptions  Remind KS3 students of literacy  Enquiry approach understanding  TA’s asking questions rather than assemblies  Opportunity to plan for self and just ‘telling’  Mark for literacy as well as for choice of how to plan subject specific content/skills  Enough time given to complete task  Refer students to literacy displays in  Teacher supports with questions classrooms rather than ‘telling’ when  Encourage students to expand intervention necessary answers fully when speaking  Remind students of English lessons and how they might transfer skills  Encourage students to use dictionaries and thesauruses when writing  Make sure to speak in standard English e.g. avoid “yous”