A Simple but Comprehensive Guide to Teaching Outstanding Lessons

A Simple but Comprehensive Guide to Teaching Outstanding Lessons

Contents

Criteria for Outstanding Lessons:

Planning an Outstanding Lesson

Teaching an Outstanding Lesson

Bell Activities:

Differentiation:

Questioning & Objectives Using Blooms Taxonomy

Assessment:

AFL – Assessment For Learning Clarification

Ways to use Learning Objectives in lessons:

Criteria for Outstanding Lessons:

Pupils engage with the lesson immediately with appropriate, stimulating and challenging starters.

Pupils understand what they have to do in order to move forward during the lesson. (Levelled objectives/tasks)

Almost all pupils are making rapid and sustained progress.

The Teacher has consistently high expectations of all pupils.

Drawing on excellent subject knowledge, the teacher plans astutely and sets challenging tasks based on systematic, accurate assessment of pupils’ prior skills, knowledge and understanding.

The Teacher uses well-judged and often imaginative teaching strategies that, together with sharply focused and timely support and intervention, matches individual needs accurately(Differentiation)

Consequently, pupils learn exceptionally well.

The teaching of reading, writing, communication and mathematics is exceptional.

Teachers and other adults generate high levels of enthusiasm for, participation in and commitment to learning.

Teaching promotes pupils’ high levels of resilience, confidence and independence when they tackle challenging activities.

Teachers systematically and effectively check pupils’ understanding(AFL)throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.

Time is used very well and every opportunity is taken to successfully develop crucial skills, including being able to use their literacy and numeracy skills in other subjects.

Appropriate and regular homework contributes very well to pupils’ learning.

Marking and constructive feedback from teachers and pupils are frequent and of a consistently high quality, which enables pupils to understand how to improve their work, encouraging high levels of engagement and interest.

Planning an Outstanding Lesson

This guide is to help inform lesson planning to achieve outstanding lessons. It is not an exhaustive list, nor does it mean if you include all aspects you will obtain outstanding, but will assist in the design and delivery of an outstanding lesson(s).

Feature / Have I included it?
An appropriate and engaging starter activity is set and pupils are on task within the first two minutes
The purpose/outcome of the lesson is made clear (Learning Objectives/levelled task)
Appropriate and challenging learning activities are set.
Learning activities are influenced by marking and assessment and relate to/build upon previous work.
Learning activities encourage independence.
Learning activities are designed to satisfy individual needs (differentiation both ways e.g. SEN/G&T etc.)
Progress is checked throughout lesson. (Using AfL techniques). Link back to objective/outcome
Peer/Self-assessment is used as an element of AfL (if appropriate).
Use of ICT (IWB etc.) within lesson.
Relevant and engaging plenary activity which consolidates learning
Books are marked regularly. Marking informs lesson planning. Dialogue marking with pupil response desirable.
Evidence of regular homework with constructive feedback that is acted upon.
Planned for the use of other adults in the room (if applicable).

Teaching an Outstanding Lesson

This guide is to help inform teaching a lesson.These are the key elements in delivering outstanding teaching.

Feature / Have I included it?
Students start learning (starter) within 2 minutes.
Activities are brisk and the pace is appropriate.
Teacher talk is kept to a minimum.
Tasks are engaging and encourage independence.
Alf is completed regularly throughout lesson.
The teacher responds to AfL activities and puts measures into place.
There is evidence of differentiation and that pupils’ needs are known
Tasks are designed to stretch and challenge all pupils.
Teaching of reading/writing/numeracy is highlighted where appropriate.
Support is used effectively.
The learning environment is safe.

N.B. If you are being observed, the observer may not be familiar with the nuances of your subject area so be specific and explicit about differentiation and AFL. Also be specific with pupils about what they are doing and whye.g. If using a circle map, highlight to students that across course of the lesson, it will show the progress that they have made.

Bell Activities:

Ofsted commented on the fact that lessons took too long to start and learning was not at a rapid pace from the start. Learning should begin within the first two minutes of the lesson. Learning in this context means pupils are engaged in meaningful, relevant tasks; not doing AfL in the first two minutes!

By having a Bell activity, students will have a task to complete as soon as they enter the room. This allows for students arriving within a few minutes of each other and helps to prevent a staggered start to the lesson. Some of these ideas will require a worksheet on the desk when students enter the room, or a task set out on the board so that they can get straight on with it.

Read marking comments from last lesson in their books.
Respond to dialogue marking
Peer assess from last lesson/homework – hand out books randomly.
Define key words used from last lesson OR predict definition of key words they are about to use in today’s lesson.
Vocabulary builder activity based on key terms used in last/today’s lesson
Mind map of what has been learnt so far this unit. This could be a working document throughout a unit – updated weekly/fortnightly.
Problem solving question based on prior learning.
Paired discussion on a topic.
Revise prior learning for quick test in the starter.
Post-it note questions from last lesson (what did you not understand/need more time on?). Stick these on the board.
Update targets set within book (self-assessment) and cross reference to where they have met them in their book.
Read a piece of text to support the lesson.
Plan an activity/experimentthat can take place in the lesson.
Sort key words/objects/definitions into correct area/topic/order.
Answer an exam question based on prior learning (or this lesson to show progress at the end – requires revisiting in plenary).
Label a diagram or chart.
List 3 things learnt last lesson.
Create a timeline of work completed so far this topic/unit/year…
Break the code task. Give students a new alphabet where each letter is represented by something else (e.g. A=1, B=2…). Hide key words by converting them to code for students to crack.
Odd one out - comments/key words. Extend by asking them to explain why.
Prediction (to show progress in today’s lesson) –if this happened what do you think....
True or false quiz. Could be based on prior learning and today’s lesson.
Memory game - students to memorise phrases/key words/definitions - test in starter activity.
Sequencing - put these in the correct order.
Spot the difference – diagrams, situations, scenario’s, paragraphs…
Have music playing with a question for them to answer/think about upon entry. This can be easily differentiated.
Project a montage of images with a stimulus question.
Encourage a ‘race’ mentality at KS3: ‘Who can get started quickly?’ Reward focus and engagement.
Put an answer on the board; pupils have to come up with the question(s)

Differentiation:

Differentiation allows ALL students to access learning within your classroom. You do not need to have a different task for every “type” of student. However, you do need to make sure that the tasks you do provide:

Access for all students
Encourage challenge

Here are a few methods of differentiation that can be used:

Method of Differentiation / Description / Examples
Outcome / Expecting different amounts/quality of work from students based on their ability. /

All will…
Most will…
Some will…

Resource / Having a variety of different resources available to allow different learning styles and different abilities to access learning. /

Worksheets, practical activities, videos, paired discussions, group work, presentations, Q&A…
Different text based on reading levels.

Questioning / Using blooms taxonomy you can accurately aim suitably levelled questions at individuals by simply wording them correctly. /

Closed (lower ability)
Open (higher ability)
Extend – Why? How? Explain? Opinion?

Support / Making use of both additional support and your own support in the lesson. /

Additional adults should be given specific instructions so that their support can be targeted where it is most needed.
121 support from the teacher
Peer Support

Seating plan / Grouping students strategically in order to focus, challenge or accelerate pupil progress. /

Through seating plan:
Stronger next to weaker
Sitting all students working on a particular task together
Mixed ability pairs/groups to encourage leadership/support from students

Extension task / Having a variety of tasks ready for students to move onto. These should not be a continuation of more of the same – they should extend learning and stretch students thinking and skills. /

A good method is to have a variety of different ability tasks on a table at the front – allow students to come and chose the next task that they now feel comfortable in completing.

Task / Having a variety of tasks available and setting tasks to students based upon their ability. /

G&T do task 2, rest do task 1.
Group 1 research X;group 2 explain and justify….

Peer support / Using pupils to support the learning and progression of others. /

Design seating plans, peer assessment; task ambassadors; envoys (nominated to delivery feedback or collate group information)

Questioning & Objectives Using Blooms Taxonomy

You should use Blooms Taxonomy to support you when writing objectives or questioning students. It will allow you to differentiate questions/objectives if you select the key words when planning. To differentiate the easiest way to plan is to select a word from the top, middle and bottom and incorporate them into your objectives/questions.

Level / Keywords
Knowledge /

What
When
Who
Define

Distinguish
Identify
List
Name

Recall
Reorganise
Show
State

Write
Which
Indicate
Tell How

Comprehension /

Compare
Conclude
Contrast
Demonstrate
Predict
Reorder
Which

Distinguish
Estimate
Explain
Extend
Extrapolate
Rephrase
Inform

What
Fill In
Give an example of
Hypothesise
Illustrate
Relate
Tell in your own words

Application /

Apply
Develop
Test
Consider

Build
Plan
Choose
How would

Construct
Solve
Show your work
Tell us

Demonstrate
Indicate
Check out

Analysis /

Analysis
Categorize
Describe
Classify
Compare

Discriminate
Distinguish
Recognize
Support your
Indicate the

Relate
Explain
What assumption
What do you

Synthesis /

Write
Think of a way
Create
Propose a plan
Put together
What would be

Suggest
How
Develop
Make up
What conclusion
What major hypothesis

Plan
Formulate a solution
Synthesize
Derive

Evaluation /

What is
Choose
Evaluate
Decide
Judge
Check the

Select
Which would you consider
Defend
Check
What is most appropriate
Indicate

Assessment:

Method of assessment / Description / Examples
Peer assessment / Allowing students to use the knowledge and understanding that they have of a topic, to assess and offer feedback to a peer. /

Peer marking of a piece of work.

Offering feedback to a peer.
Comparing work with a peer & discussing.
Key word monitor. If you identify a key word which has been misspelt, task one or more pupils to go around the room and correct people’s work.

Observation / The teacher assesses pupils through observing the product/work that they produce, then offers feedback to the individual. /

Offering feedback after a practical task.
Reading a piece of work in class and identifying areas for development

Question & Answer / Can be used to assess students’ knowledge and understanding either prior to or after an activity. /

Assess prior knowledge of a subject area.
To allow students to demonstrate a secure understanding of the task in hand.
To identify misconceptions within the group – allowing the teacher to address them.

Teacher assessment / Marking of books and identification of targets and progress made by students. /

Targets set in book based on marking of prior work.
Work levelled and an explanation as to

how students can progress to the next level/grade.

Students respond to targets/feedback through comments/work.

Self-assessment / Where students assess their own progress against a given criteria/goal /

Students to compare their progress to their personal goal/learning objective.
Students to compare their own work to a model answer and reflect on where they can improve.
Test a product that they have made and evaluate how it can be improved.
Target setting and evaluation of targets.

AFL – Assessment For Learning Clarification

Assessment for learning refers to how we check and respond to pupil achievement throughout the lesson. AFL refers to the diagnosis of learning progress, to the decisions teachers then make about the course of the lesson. Being flexible in your planning and responsive to pupil needs is the basis of AFL. Your lesson plan should only be seen as a guide because unwavering adherence to a plan does not equate to pupil progress. Leave room and ensure you have strategies to respond to pupil need. Don’t move on with learning until every pupil understands or achieves what you want them to.

Popular methods of AFL - print this page and use it as a reminder and guide whilst planning. However, don’t let the tools take over. Keep it varied, do the simple things well.

Be aware of getting so tied up in the tools and strategies for AfL that you forget why they’re being used.

The key to AFL is asking yourself: ‘What will that AfL technique tell me about their understanding?’

Use of whiteboards to ‘flash’ answers

Use of visual aids (red/green/amber cards; sticks; clocks/dials; 1 – 10 numerical strip etc.)

Think – pair – share

Laminate A, B, C, D cards. Differentiate by asking questions with more than one answer. Encourage pupils to debate.

Laminate T/F cards. As above

Pass ball/toy/stick around room randomly, focussing on main points of the lesson. Pupils can only make one contribution. The teacher stops the task when all of the main points have been satisfied.

Teacher circulation and one to one feedback during the lesson.

Pose three questions, two of which are false and one is true. Pupils can decide which is true.

Task pupils to formulate a new question about the task or something they have learnt.

Hot seating: One student is in the hot seat and the others ask questions, if they cannot answer, the student who asked the question then moves into the hot seat

Effective questioning. If a pupil says ‘yes, I understand’ then question them to ensure they do. Do not assume they are telling the truth.

Post it notes to pose questions/rate the lesson.

Asking learners to do something and watching what they do!

Thinking maps

Remember – if you use AFL but do not react, then the AFL is a waste of time. AFL is a compass for your lesson and should dictate where you go next and how pacey it should be.

Ways to use Learning Objectives in lessons:

Most of us are familiar with the idea of displaying learning objectives. However Ofsted reportthat many pupils do not know enough about what they are learning and cannot articulateexactly what they need to do in order to improve. Here are some suggestions for possiblestrategies to encourage moreactive engagement with learning objectives.

Think carefully about if and when your pupils actually need to copy the objective down.

Use learning objectives to connect the current learning with ‘The Big Picture’.

Where possible try and ensure that learning objectives are skills focused.

Add an extra learning objective and ask pupils to identify which one has not beencovered in the lesson and how they know.

Incorporate a mini plenary where pupils are asked to evaluate their progress towardsthe objectives part way through the lesson.

Reveal the learning objectives later in the lesson rather than at the start.

Ask the pupils to suggest what the learning objective is before revealing it (it could becompletely covered with sugar paper or only certain words left visible).

Ask students to collaborate to re-write the learning objectives in a more pupil friendlystyle and compare suggestions.

Distribute a range of learning objectives to pupils individually and, at the end of thelesson ask them to work in groups to discuss who thinks that they have the lesson’scorrect learning objective in front of them and how they know.

Select 2 or 3 learning objectives for the lesson and ask pupils at the start of the lessonwhich one they feel is the main class priority.

Incorporate one skill based objective, e.g. a focus on collaborative group work orPLTs/SEAL objectives. Encourage students to think about where else they haveused/could use this skill. Indicate that if this is going to be the focus for a plenary and ifso when/how the subject based objective will be reviewed.

Present the learning objectives as a cloze activity where the pupils are encouraged tofill in the missing words before it is revealed.

Group construction of what the next lesson’s learning objectives should be.

Get pupils to speculate (bid) for verbs that could complete a learning objective (refer to

Bloom’s taxonomy/sentence stems)

Delete the objective word by word during the lesson; challenge pupils to remember itcorrectly at the end.

Don’t include a learning objective and use it as AFL by asking pupils to write a learning objective at different stages of the lesson.