Outstanding teaching

and learning

The amazing colour-changing card trick

https://www.youtube.com/watch?v=v3iPrBrGSJM

Perception but NOT

deception

Things you never want to hear

(or say) after a lesson observation…

They missed the best bit.

If only they’d stayed a bit

longer.

They didn’t see the start.

But they didn’t see

where it was going

They didn’t see the

end.

We didn’t have time to

do the plenary…

They only watched my introduction.

Cardsort

Divide the criteria cards into two groups.1. Criteria which you can easily demonstrate

within a lesson.

2. Criteria which will be demonstrated over time and not necessarily within lessons.

What might the evidence in a lesson look like?

Choose two criteria and identify you would look for as evidence.

What would observers see?

Start

Middle

End

TeacherPupils

TAs

TeacherPupils

TAs

TeacherPupils

TAs

Into practice…..

Describe a lesson you have taught recently (or are planning to teach) to the person next to you by drawing a timeline of the lesson.

For each section of the lesson, discuss what is happening and note exactly what an observer would see:• the teacher doing• the pupils doing• support staff doing

Into practice…..How would an observer know what the pupils were learning?

How would the observer know that the pupils know what they’re learning?

What is it about that activity that an inspector could identify as evidence for any of the criteria?

PLANNINGObjectives

Activities

Unscrambling eggs!

…but what are they learning?

ICT Learning

objectives:We are learning to:

Use cut and paste to re-order the instructions for making scrambled eggs.

We are learning to:

Use cut and paste to re-order the instructions for making scrambled eggs.

No plan survives contact with the enemy!

Helmuth Karl Bernhard Graf[1] von Moltke

Commander’s intent

Spotting learning

Assessment For Learning(Checking for learning?)

Destination

Checking for landmarks

Next directions

Re-calculation

2 16

?

Processing?

To know if learning is happeningwe have to “shake” the box!

To know if learning is taking place, learners have to do or say something.

“Shaking” the box

Ask ‘harder’ questions!

https://www.youtube.com/watch?v=WFvYZDR4OeY

Ever wonder what they’d notice?

It’s not what you ask…..

What do you notice?

What do you wonder?

Meaningless maths

Richard had whispered to Dean for a total of 345 minutes in 15 days. How long do they whisper together each day?

Mary can stay underwater for 53 seconds, Omee for 35 seconds and Joan for 42 seconds. How much is that altogether? Who cares?

Questioning

Test

Diagnose

Stimulate

Discuss in pairs/groups what is it about the question that puts it into that category?

• What response could you expect?• What thinking processes will the learner have

to employ?• What would you know about their learning

from that question?

Sample questions (Bloom’s)

Tweaking the wording

Whose answer is it?

Dylan William - IRE• Initiation• Response• Evaluation

Pause – Pounce – Bounce

Beware of taking over the answer

Questioning

Test

Diagnose

Stimulate

“Hinge” questions

A “Hinge” question is based on the concept that it is critical for pupils to understand key topics before moving on

“Hinge” questions

What is 14 489 to the nearest 1000?

Students’ answers:

14000

15000

Why?

“Hinge” questions

• Quick way to assess a large group.• Answers have enough similarity to appear to

be correct.• Learner has to understand in order to be able

to identify the answer.

http://www.slideshare.net/GTMGS/dylan-wiliam-breakout-1-questioning

A rhombus is…..

a. A 2D shape with two pairs of parallel sides

b. A quadrilateral with two pairs of parallel sides, each side being of equal length

c. a quadrilateral where all four sides have equal length. Opposite sides are parallel and opposite angles are equal.

d. a quadrilateral where all four sides have equal length. Opposite sides are parallel and all angles are right angles.

Always, sometimes, never

If you double the lengths of the sides of a shape, you double the area.

---------When you cut a piece off a shape, you reduce its area and perimeter.

---------The square of a number is greater than or equal to the number

Questioning

Test

Diagnose

Stimulate

True, False, Maybe?

What impact will the question have on my learners?

How will they react, respond, feel and think?

Let’s all do creativity!

Teaching creatively or teaching for creativity?(Narrowing the synapse gap)

Engagement or enthrallment?

Creative teaching!

Teacher =

Architect

Learner=

Builder (and architect)

Teaching for creativity

Encourage learners to see themselves as being creative.

Identify their creative capacity.

Foster that creativity.

National Advisory Committee on Creative and Cultural Education

Means

Motive

Opportunity

How might people’s lives be different where there are 6 compared to 12 hours of daylight?

How many different ways might we help each other to remember…..?

If you were to rename our numbers – what names might you have and why?

How many things and ways might you measure using a camera?

“Science” in a minute - Create a one-minute video to explain e.g. night and day/mitosis.

Devise a pocket guide to carrying out a fair test.

Summarise the lesson/concept/process in 140 characters. (i.e. short enough for twitter.)

Create a minute trailer for this topic/subject for the next class.

How might we keep a snowman cold

Changed viewpoints

?How might a geographer,

artist, athlete approach this

problem?

If the problem was a country, which would it

be?

What if we wanted the opposite?

What might I do if I was that

person?

Individually, give each graph a score between 1 and 5.1 = Not good at all 5 = Very good

Evaluation

Analysis

Discuss your scoring with your partner and discuss how you decided on your scores.

Creativity

Generate rules for judging graphs.

Evaluation

Review your original scores against your criteria for a good photograph.

Three Little Pigs

Three Little Pigs

Sketch a line graph to show the changing emotions of the wolf throughout the story of the three little pigs.

The wolf’s emotional roller-coaster

SNAPPY STARTS……

• Ask a group of pupils to sum up the last lesson.

• Pose a controversial question.

• Ask groups to “flipchart” what they understand about the lesson objectives.

• Top-ten list related to the theme or lesson. E.g Top ten tips for great stories.

• Use timed activities – “You have two minutes to write down…..10.…”

• Give children a “What do you notice, what do you wonder?” activity.

• Forced analogies e.g. How is an maths like an onion?

…..AND ENDINGS• Ask pupils to think of questions to ask other students about the lesson.

• Ask pupils to suggest the three most important things they need to remember for the next lesson.

• Ask pupils to suggest a starter for next lesson.

• Link learning in the lesson to other curriculum subjects.

• Ask pupils to represent their learning in a picture or diagram.

• Would you end this lesson with ? . , ! and why?

• What might be next?

• “Taster” for the next lesson…

• How might the lesson be different for the next group?

Be careful what you wish for….

https://www.youtube.com/watch?v=47p59c-euuU

There are many small engineers.