Class Profile: Males Females SEN Details

Gifted & Talented Details

Lesson Context: Introductory lesson: Limited prior knowledge & understanding; pre-test to gauge?

O P P O R T U N I T I E S

Reading, Writing, Communication, ICT,

Mathematics

Use of specific language/ terminology / oral / written / body language/ numeracy/ ICT

Spiritual, ethical, social and cultural dimensions

Relevant?

Connect student learning to the real world

Flip the learning

Choice and variety in tasks? http://ed.ted.com/about http://www.youtube.com/watch

?feature=player_embedded&v=n5N-jrDOgJc&list=PL39F19C2C05B99499

Personal learning & thinking skills

Skills developed in the lesson/ over a series of lessons

Habits of Mind & Mindset

CICC? Choice in learning activities? Individual work? Collaboration in learning?

Challenge in student learning?

WWW EBI What Went Even Better If Well Teacher Teacher Self-Review Self-Review

Prepare for learning Entry work Give the ‘BIG’ picture Pre-thinking about work

ahead Link to previous lesson Prompt start

BIG QUESTION = Is there more future or past? Predict likely outcomes & findings TPS – can you work out the functions of X? Resources/ online material/Learning folders/e-folios

Prompts & tools for RAS alert (http://itc-us.businesscatalyst.com/professional_development_library/ras_alert)

Agreed Learning Outcomes

Make content, skills & thinking explicit

State simply and exactly what the students will have learned by the end of the lesson

Share criteria against which performance will be assessed

Goals & targets: Share learning objective and explain the SO THAT –

enabling students to see meaning and purpose in their learning promote the means to ‘own their learning ambition’

Employ checklists to guide process Flag rubric Embed peer evaluation & metacognition

Present New Information ‘Hook’ the students Use of VAK strategies Short, clear, ‘punchy’

http://www.youtube.com/watch?v=falHoOEUFz0 http://www.youtube.com/watch?v=u6XAPnuFjJc

Construct Active learning Range of learning Choice & challenge Individual Collaborative

Collaborative learning strategies:

Concept attainment/ role play/ provocative questions

Jigsawing: home groups & expert groups

Apply Demonstration of learning Minor (short task) or major

project Need to show they

understand & can transfer understanding - not just repeat and recall

Examination question:

Apply your new knowledge on the functions of X to your recent … performances/ understanding/ experience/ reading. How did the different functions enable you to participate and perform successfully?

Review How far has students’

learning progressed? Oral, written, visual

scaffolding tools & review strategies

Need regular review experiences at relevant points during the lesson

Learning Gains: K = list of what you know W = what you need to know L = what have you learned? H = how will you overcome the learning gaps?

Learning Objective: to understand the functions of ….. SO THAT you can apply the functions to your personal performance/ understanding/ experiences

I can describe the different functions of ….

C grade

I can justify why the functions of …. are significant

B grade

I can evaluate to what extent ….. is vital in a …. context using specific examples from my own ….experience/ understanding/ performance

A grade

RATIONALE BEHIND THE PEDAGOGY:

Based on John Hattie & Geoff Petty research: Effect size 1 = 2 grade leap or advancing achievement by 1 year. Example: Jigsaw Co-

operative Learning = 0.75

Student feedback on previous learning experiences - what has accelerated their learning?

Learning Progress: