outstanding learning
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Demonstrating progress. Outstanding Learning. Jackie Beere Advanced Skills Teacher Author, Former Headteacher School Improvement Partner Author of The Perfect O fsted Lesson and The Perfect Ofsted Inspection. In the age of uncertainty …. - PowerPoint PPT PresentationTRANSCRIPT
Outstanding Learning
Jackie Beere Advanced Skills Teacher
Author, Former HeadteacherSchool Improvement Partner
Author of The Perfect Ofsted Lesson and The Perfect Ofsted Inspection
Demonstrating progress.............
In the age of uncertainty…
‘It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.’
Charles Darwin
21st century children:
More depression more
suicides…Addicted to distraction…
Values vacuum…
CORE SKILLS MATTER
Primitive
Emotional
Thinking
Novelty/surpriseHumourMusicRhythm/rhymeLoveMysteryStoriesPassion!
EvaluationReflectionCreativityAnalysis
FearAngerThreatAnxiety
Fixed mindset Growth mindset
Intelligence is a given Intelligence can be developed
Leads to a desire to look smart and therefore tendency to:
Leads to a desire to learn and therefore tendency to
Avoid challenges as can’t risk failing Embrace challenges willingly
Can get defensive or give up too easily
Persist in the face of setbacks
See effort as fruitless or sign of weakness
See effort as the path to mastery
Ignore useful negative feedback Learn from criticism and welcome the feedback.
Feel threatened by the success of others, leading to fragile self confidence and relentless perfectionism
Find lessons and inspiration in the success of others
As a result, may plateau early and not
achieve potential
As a result, can reach ever higher levels of
achievement.
creativity
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When observing lessons, inspectors may find the following prompts helpful.
Are pupils working independently? Are they self-reliant – do they make the most of the choices they are given or do they find it difficult to make choices?
To what extent do pupils take responsibility for their own learning?
How well do pupils collaborate with others?
Are pupils creative, do they show initiative?
Are pupils developing habits of good learning?
STOP PRESS• More observation, more teachers, more important
• Literacy and numeracy in all lessons/subjects
• Behaviour for learning• Teaching assistants!• Assessment informing progress
7 STEPS to the perfect lessonthey do 80/20 you do?
Step 1 Immediate engagement - Why (prior learning/progress/scheme/big goal)
Step 2 Set up learning environment (RAPPORT)
Step 3 Outcomes- objectives (differentiated, success criteria, high expectations)
Step 4 Engaging tasks (active -inspire –thinking-questions-pictures)Step 5 Group Activity – collaborative/engaging /choice/co-designed
Step 6 Dish the DIRT – reflect, improve, add extra learning EXPERT TEACHER ADDS PROGRESS
Step 7 Assessment of progress – what have we learnt, how do we know, what’s next...
Choice- collaboration-challenge-communication
Objectives
Learning objective• To evaluate some
strategies that will improve learning progress to create the ‘perfect’ Ofsted lesson
Skills/competency objective• Creative thinking • Collaborative learning • Writing to persuade
Use PLTs framework• Self manager• Effective participator• Creative thinker• Reflective learner• Independent Enquirer• Team worker
Success CriteriaTo evaluate some strategies that will improve learning progress to create the
‘perfect’ Ofsted lesson
Creative thinking
Collaborative learning
Writing to persuade
Share ideas with others in a very engaging way
Engaged in innovative thinking that creates new solutions
Use ‘perfect’ strategies and techniques in my lessons to deliver progress
Engage reader to want to change behaviour
DifferentiatedAttn: vulnerables
HIGH EXPECTATIONS
To recognise the power of different types of language
I will be able to:• Use formal and informal language (Entry level) • Explain how to speak and write in appropriate language (Level 1)• Teach others how to use a range of writing and speaking styles appropriate for different audiences (Level 2)
E L1 L2
I can use language to be a successful communicator at work and in life
Engaging activities for independent learning
Choice – challenge – collaboration-communication
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Engaging Activities..\Collaboarative learning ideas\post 16 heart sheet.docx..\Collaboarative learning ideas\post 16 comms language task sheet.docx
SWAP SHOP - ..\Collaboarative learning ideas\SWAP SHOP.docx
Market Place
.
Questioning and feedback
The teacher’s craft….
What does sadness taste
like?
Is carpet a good thing?
Can you hear snow?
Do children smell nice?
What colour is 10?
Measuring progress – the perfect plenary
What are they looking for?
ProgressSatisfactory
Good
Outstanding
• – teacher led
• – demonstrated through peer and teacher
• – student demonstrated, self recorded and apply to new context....
Display for learning – big lessons
Do lots of DIRTDedicated improvement and
reflection time
Teacher adds Xtra progress
Teachers - what’s the difference? Satisfactory?Fount of knowledge ‘filling
empty vessels’Didactic – teacher guides pupilsTeacher questionsOutcome focusIntelligence is fixedTeacher talks
OutstandingFacilitatorPupil-centred activityPupils construct
questions/challengesPupils as co-designersPupils judge success, self
correctingCreative opportunitiesSuccess and failure equal
partners for learningReflection/ metacognitionDevelops habits/dispositionsLanguage for learningRecognises diverse
needs……
Students as leaders and independent learners
• Co-designing the learning• Self differentiating, setting their own success
criteria• Teaching and coaching each other• Letting them take responsibility• Working harder and talking more (on task)
than you do Only babies need spoon feeding!
We know what we are learning and why
We know what “good” looks like and how to achieve it
We know what we are doing well and where we need to improve
We know what our next steps are and that makes us confident that we can succeed
We can see how the skills that we are learning in this lesson transfer to other contexts and that’s helping to make us better,
more independent learners
Our teachers provide clear and challenging objectives
Our teachers help us to recognise and achieve the standards we should be aiming for
Our teachers (and our peers) give us regular feedback for learning which is both positive and specific
Our teachers show us precisely what we need to do in order to make progress in our learning
Our teachers emphasise the links between learning in this lesson and learning elsewhere. This means we know how to apply and
adapt the skills we are learning
Assessment for Learning creates EQ
1. Self-assessment 2. Peer assessment3. Thinking time for
questions 4. Sharing criteria5. Focussed marking
1. leads to self awareness2. leads to empathy and
resilience3. builds self-esteem4. enables students to set
targets and goals5. helps them understand
mistakes as learning experiences
Effective feedback should:• focus on the learning objectives and/or success criteria;• confirm that pupils are on the right track;• stimulate the correction of errors or improvement of a
piece of work;• scaffold or support pupils’ next steps;• provide opportunities for pupils to think things through for
themselves;• comment on progress over a number of attempts;• avoid comparisons with other pupils;• provide pupils with the opportunity to respond.
negative
Non-specific
positive
specific
Assessment that informs learning - SPOOF
• Specific – linked to progression model• Positive, reward effort - and focus on what is
right• Ownership for the students (WWW/EBI/MRI)• Outcome focused - where are we going?• Flexible - constantly adapting the plans to
deliver best learning
6 Cs for success in the classroom
•COLLABORATION •CHOICE•CHALLENGE create•COMMUNICATION skills•CONFIDENCE as learners•CREATIVE thinking for new solutions
Success CriteriaTo evaluate some strategies that will improve learning progress to create the
‘perfect’ Ofsted lesson
Creative thinking
Collaborative learning
Writing to persuade
Share ideas with others in a very engaging way
Engaged in innovative thinking that creates new solutions
Use ‘perfect’ strategies and techniques in my lessons to deliver progress
Engage reader to want to change behaviour
Write a ten word text message to persuade a colleague to try a new
technique
Checklist – the 80/20 lesson• Start: environment, rapport, attitude• Objective and level of expectation• Flexibility to adapt lesson and respond to progress• Questioning and classroom dialogue• Impact of interventions by teacher• Skills development – PLTS and subject• Subject passion and expertise• Quality of feedback – oral and written• Level of student to student support• Resources especially ICT and TAs -add to progress• Student self reflection and review is endemic• Outcome demonstration by students – progress for all
Communicate!Self-disclosure feeds emotional intelligence
OPEN – everyone knows BLIND – others know
HIDDEN – you know UNKNOWN – no-one knows (yet)
Reading and resources
• ‘
Jackie Beere:The Perfect Lesson The Perfect Ofsted InspectionThe Primary Learner’s Toolkit
The Teacher’s Toolkit – Paul Ginnis
• www.independentthinking.co.uk• www.campaignforlearning.org• www.jackiebeere.com
[email protected]. Thanks for listening