what makes a good lesson (ps)

Today we will investigate what makes a good lesson, so that we can maximise our effectiveness in the classroom.

… and hopefully I can model one!

(Individually)List as many things as you can that need to happen for a lesson to be effective.

Think about what the teacher needs to do as well as the students.

(3 mins)

(Pairs)Share & compare your list with a partner.

Agree on the 3 most important elements.

Record & post on WB in like groups.

(5 mins)

Learning Objectives

Starter

Episode 1

Episode 2

Episode 3

Plenary

PACE

ENGAGEMENT

CHALLENGE

ASSESS. for

LEARNING

Questions

Explanations

Modelling

Thinking

PLANNINGOFSTEDOffice for Standards in Education

‘When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning.

(Dr. Robert J. Marzano)

UK: WALT & TIB

(From: Collaborative Coaching and Learning (CCL) in Boston’s Public Schools)

Lesson

How do we make a lesson more engaging?

Engagement Entertainment

(Steinberg 2008)

Doing what we want them to do

Read:

‘Paired and group work for Secondary school students in mathematics’ (Roger Ray)

Highlight 3 sentences or phrases thathave meaning for you and be prepared to share one of them.

Has anyone read ‘Results Now’ by Mike Schmoker?

•Students need to know what they are learning (and why)•Explicit teaching•Students practice independently•Show students what ‘at level’ work looks like•Assess to see if they have learned it

•Rub out the ‘Crayola Curriculum’

What makes a good lesson?

•Clear Purpose

•Teacher-led workshop (mini-lesson)

•Guided/Independent Practice

•Formative Assessment

•Reflection

WALT & TIB

25-30 mins

Nasty new VELS words

10 mins max

think & talk in pairs

How do we quickly find out if the students have ‘got it’ without creating 3 hours of marking?

FormativeAssessment

This feedback determines what we do next lesson. We discover students’ misunderstandings and can reteach if necessary. It’s too late if we wait till the topic test to find out.

Good lessons are well planned

The structure which follows gives a sensible overall shape for most lessons

1. A) Clear learning objectives in ‘pupil speak’ B) Clear learning outcomes in ‘pupil speak’ (what pupils must produce.

2. An exciting short starter to stimulate enthusiasm, promote thinking and to engage the pupils from the start. May or may not be related to main lesson topic.

3. A series of short episodes addressing different learning styles where possible – appropriate deployment of learning strategies.

4. A plenary – draws together learning BUT is not just a summary. It must re-engage, review, test understanding, apply learning. Try to make it active for pupils rather than teacher reiteration.

5. Assessment for learning – formative assessment should be seen in every lesson – teacher Q and A, pupil self review against learning objectives, outcomes of problem solving, application of learning, all provide opportunities. Without this a lesson will be UNSATISFACTORY

OFSTEDOffice for Standards in Education

And what about reflection?Is it essential that students write?

‘Only when students can articulate in writing the basic principles they are learning … can we be sure that they are internalising those principles in an intellectually coherent way. (Dennis Sparkes 2005)

Answer in your workbooks:What have you learned today?What is important to remember?Where can you use this?

A different type of lesson plan

What is one thing from this session that you can try this week in your classes?

•Write on a post-it.•Share with the group.•Stick post-it on whiteboard.

Thank you for your attention