Lesson Planning and Lesson Observation at Redhill

How Will Your Lesson Be Assessed? Getting started, getting them in Room and resources Behaviour management Lesson plan Starter: objectives Do they know what they are doing? Do they know what will be required of them? Do they know how to do well? Content, pitch, level, standards Do they make gains? How do you know? Assessment: gauging progress Effective plenary and close

What’s really important to you? Almost all pupils achieve highly Pupils’ gains in knowledge, skills or understanding are above expectation Pupils are given feedback Lessons are stimulating and consistently challenging Teachers have expert knowledge of the curriculum, how to teach it and how pupils learn Teaching methods are well selected and time is used productively for independent and collaborative work Pupils are keen to come to the lesson Pupils are enthusiastic Relationships are good Pupils take the initiative and readily accept responsibility Pupils are helpful, considerate and consistently behave well

Andrea’s Top Three: ‘deliver stimulating and challenging lessons’ get them in the flow zone motivation - create independent thinkers and learners

80:20 Rule ~ get them thinking thinking skills lessons elicit the answer you’ve got 20 seconds to find the answer

HIGH ANXIETY CHALLENGE ‘FLOW’ APATHY BOREDOM LOW LOW HIGH SKILLS

Beyond Satisfactory… Challenge, pitch and links to good behaviour Challenge and pitch: they know more than you think Challenge, pitch and links to good behaviour Assessment, self assessment and progress Clear at the beginning, clear at the end Have a look what OFSTED say