do you want to be outstanding (in your field)?. walt (we are learning to): share strategies for...

15
Do you want to be outstanding (in your field)?

Upload: francine-matthews

Post on 23-Dec-2015

214 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Do you want to be outstanding (in your field)?. WALT (we are Learning to): Share strategies for outstanding lessons in SRS Learning Intention

Do you want to be outstanding (in your field)?

Page 2: Do you want to be outstanding (in your field)?. WALT (we are Learning to): Share strategies for outstanding lessons in SRS Learning Intention

WALT (we are Learning to):

Share strategies for outstanding lessons in SRS

Learning Intention

Page 4: Do you want to be outstanding (in your field)?. WALT (we are Learning to): Share strategies for outstanding lessons in SRS Learning Intention

Strategies for Outstanding Lessons

By Year 1

1. Progress

9. Support for

learning

3. Conditions

for learning.

4. Prior Learning

5. Learning objectives and success criteria

WALT WILF

6.Talk for learning

8. Working together,engagement, application and concentration.

2. Planning

10 .Feedback

11. Targets

7. Questioning

Page 5: Do you want to be outstanding (in your field)?. WALT (we are Learning to): Share strategies for outstanding lessons in SRS Learning Intention

Progress

Differentiation will allow

children to reach their potential.

Make sure learning support know what to do. Questions for EAL

mentors and assistants.

Planning: Challenge set out from start

of lesson. Challenge

boxes maths.

Learning checks/ mini plenaries throughout lesson.

(WALT & WILF) 1 to ask open/ closed

questions. 2 show examples of good

work. (ICT visualiser).

Questioning should allow pupils to

progress to next steps in

curriculum, targets, learning.

If a group are struggling regroup quickly- take them back to discuss

something.

WALT & WILF should be

differentiated (WILF: All, most, some will,

some will even) relevant and specific

to each groups needs.

Link and make new learning explicit in

planning and lesson. E.g in Science we

already knew about materials but we made predictions which was a new concept- voiced

it to the class.

Page 6: Do you want to be outstanding (in your field)?. WALT (we are Learning to): Share strategies for outstanding lessons in SRS Learning Intention

Planning

Active strategies

Cross Curricular links.

Openers and plenary evident.

(relevant to lesson).

WALT & WILF(WILF

differentiated)on plans. Check

throughout lesson- link to next lesson

at the end. Annotated

before lessons to suit your

class. Annotated

afterwards to evaluate.

Challenge set out from start

of lesson.

Differentiation in tasks:

AEN, H, M, L, G&T

Assessment evident Mini plenaries throughout.

Formative: include use of tools like English fans.

Summative: questioningOpen and closed

Questioning annotation for key groups or individuals.

Planning linked to curriculum objectives. (Year 1 Maths

Plans)

Page 7: Do you want to be outstanding (in your field)?. WALT (we are Learning to): Share strategies for outstanding lessons in SRS Learning Intention

Conditions for learning:SRS Values, Attitudes,LearningEnvironment,Routines & behaviours.

Displays are relevant, 3D, interactive, colourful.

Photographs and captions.

Use in learning.

SRS Values: Pupil profile wheel talked about

during lesson. Intro & Plenary- What skill have you used or will you use

in this lesson?

Strategies for behaviour

management: Timers, counting to 10, classroom jobs

(badges/ signs). Well established

routines.

Behaviour chart used to reinforce

positive behaviour. Merit system also

used.

Classes are in Maths, English

groups according to ability. Display in class (ASAP!)

Classroom responsibilities: Line/ group leaders.

Top teachers deployed from high ability groups

and within

Routine: allow children the chance to manage their own

work. PDR, continuous provision-

resources for supporting learning.

Page 8: Do you want to be outstanding (in your field)?. WALT (we are Learning to): Share strategies for outstanding lessons in SRS Learning Intention

Prior learning

Wall displays- e.g’s of what you did on last lesson (could have been already shown in a plenary or might be on the

wall.)

Openers/ intro linked

to last lesson?

Cross curricular- it’s

maths but what are we

doing in IPC?

1. Before they help you write WALT & WILF

What did we do in last lesson?

2. As you write WALT/

WILF

Use prior lesson to pin point what ch

need help in certain areas and question

and support them at start and throughout

lesson.

Page 9: Do you want to be outstanding (in your field)?. WALT (we are Learning to): Share strategies for outstanding lessons in SRS Learning Intention

Learning objectives and

success criteria: WALT & WILF.

Relevant to the rest of the lesson?

WILF Success criteria

differentiated

Compose WALT / (mostly) WILF with class input. Have teacher one ready to cut and paste as

they suggest.

Refer back to these during lesson. These

can be linked to targets. (English: finger spaces, full

stops, capitals)“Have you met your

target?”

Pitched at right level. Relevant to

the rest of the lesson. Will the ch make progress?

Will it allow children to progress?

Page 10: Do you want to be outstanding (in your field)?. WALT (we are Learning to): Share strategies for outstanding lessons in SRS Learning Intention

Talk for learning.

Teachers use interpreters within

the class. Works well for new children to

the school or children with less

knowledge of English.

Teacher pitches

vocab at right level for year 1.

Keywords are there in

Science/ IPC. (These

should be displayed in your class)

Top teachers used to model

English and lead

discussions and group

work.

Children are familiar with the key vocab in the topic. They

use this in the lesson to explain things and answer questions.

Allow children to take the lead

in mini plenaries/ plenary.

Page 11: Do you want to be outstanding (in your field)?. WALT (we are Learning to): Share strategies for outstanding lessons in SRS Learning Intention

Questioning?

Top teachers could be using a

sheet with questions on it.

Get children to ask each other their

own questions.

Teacher uses open and closed

questions and gives children

time to respond.

T should give prompt questions on a sheet for

EAL adults working with a group/ individual. (open & closed)

Page 12: Do you want to be outstanding (in your field)?. WALT (we are Learning to): Share strategies for outstanding lessons in SRS Learning Intention

Working together,

engagement, application and

concentration.

Op. for peer assessment of work.

Star and a wishWhat is good about your friends work?

What would you like them to do next

time? (English fans)

Think pair share activities- talk partners. (Mixed anility

pairs)

Groups help each other in ways that enable progress to

occur.(sort through problems)

Collaborative learning groups (speak to Lisa in

year 3). All ch have something to offer

the group.

Experts within the class used to

translate demonstrate

speech and tasks (top teachers)

After talk partners share weekend news- let them go off into

bigger groups so all ch feel their input is valued (use top

teachers to guide this).

Page 13: Do you want to be outstanding (in your field)?. WALT (we are Learning to): Share strategies for outstanding lessons in SRS Learning Intention

Support for

learning.

Additional adults should have a

prompt sheet for working with groups and individuals.

T and additional adults in the classroom should allow

children to show independence so progress can follow. Working on their own and allowing ch to make and

learn from their mistakes.

Additional adults should get a copy of the plan so

they know what is happening in

the lesson.

Observation sheets for specific children given to additional

adults- could be used in AEN file.

Page 14: Do you want to be outstanding (in your field)?. WALT (we are Learning to): Share strategies for outstanding lessons in SRS Learning Intention

Feedback.

Year 1’s One star and One wish sheet stuck weekly into English books. This is for a

more ‘wordy’ response for parents

in contrast to the symbolic marking

code.

Marking feedback in English book should strictly follow year 1’s special marking

code.

T’s oral feedback within a lesson

should be geared towards

children’s targets and WILF.

Time should be taken to allow year 1’s to answer questions in

English, IPC and Maths books. This may just be HA at start of year and

then all the groups by term 2.

Questions should be linked to the child’s next steps/ targets.

Page 15: Do you want to be outstanding (in your field)?. WALT (we are Learning to): Share strategies for outstanding lessons in SRS Learning Intention

Targets.

Ch. should be aware of how to get to the next step/ target so discuss it with

them.

Targets should be evident in the back of

books.

T. could spend time within lessons referring to

targets. Perhaps with the specific group they are

working with. Get them to open the books and look

at their targets.In year 1 child specific targets are in orange

reading records, maths

folders and English writing

books.

Targets should be updated every week with the

children. Easier if you do it with your focus group on a particular day.

Targets for your own class should be referred

to in planning- make reference to groups or individuals. It’s ok to hand write them into

weekly plans. Type onto KHDA lesson plans.