do you want to be outstanding (in your field)?. walt (we are learning to): share strategies for...
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Do you want to be outstanding (in your field)?
WALT (we are Learning to):
Share strategies for outstanding lessons in SRS
Learning Intention
WILF together…
What I am looking for (success criteria):
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
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.
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)
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.
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.
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?
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.
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)
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).
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.
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.
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.