1. Outstanding Lessons at The Marches Aims – To generate key teaching sequences delivered in an outstanding lesson – To recognise the key areas of assessment for learning (AfL) – To relate areas of AfL to the framework

2. Planning Think of generic teaching strategies that could deliver an outstanding lesson? Please write on the Blue hexagons What general themes do you notice in the strategies? Please write on the Green hexagons and place on top of your groups?

4. Five “key strategies” of AfL Clarifying, understanding, and sharing learning intentions – curriculum philosophy Engineering effective classroom discussions, tasks and activities that elicit evidence of learning – classroom discourse, interactive whole-class teaching Providing feedback that moves learners forward – feedback Activating students as learning resources for one another – collaborative learning, reciprocal teaching, peer-assessment Activating students as owners of their own learning – metacognition, motivation, interest, attribution, self-assessment

5. How does this relate to the Outstanding Lesson Framework 1.Clarifying, understanding, and sharing learning intentions 2.Engineering effective classroom discussions, tasks and activities that elicit evidence of learning 3.Providing feedback that moves learners forward 4.Activating students as learning resources for one another 5.Activating students as owners of their own learning

6. Challenge Differentiation Pace

7. Teaching period based upon task or skill Teacher reshapes explanations to those who don’t understand Teacher reshapes explanations to those who don’t understand Teacher communicates next steps either by talking to whole class, groups and individuals using questioning Meet + Greet Display Learning objectives (LO) + Engaging Starter activity Hinge Point question. Use to decide who to give each task and who to give help Hinge Point question. Use to decide who to give each task and who to give help Teacher discusses WLO, LO and encourages challenges through differentiated objectives Do Task A Do Task A Do Task B Do Task B Do Extension task Peer or self-assessment exercise to allow students to realise where to improve Plenary: questions on the LO getting progressively harder. Teacher communicates what students have learnt and where is the next step. Reshaping of explanations for those who still don’t grasp the key concept © Richard Beard April 2011 Self and Peer Assessment Strategies Comparison of outcomes against success criteria e.g. Comment on a comment Mark schemes/assessment criteria made understandable to learners Learners reading through and marking their own/each others’ work against shared success criteria The Assessor/Celebrator cards Two stars and a question Use of exemplar pupil work to model success / objective AfL Hinge Point Strategies Use of …. Mini-whiteboards Post-it notes ABCD cards, corners True/False Fist and fingers Circular questioning Visual, Audio and Kinaesthetic learning styles A visual learner may respond to: Diagrams, mind and thinking maps, charts, videos, films, graphs, posters, concept maps, pamphlets, drawing, collages, colour highlighting An auditory learner may respond to: Discussion, group work, pair work, debates, interviewing, presentations, improvisations, mnemonics, creating raps or rhymes, using music A kinaesthetic learner may respond to: Role-play, drama, model making, card sorts, ‘diamond nine’ sorting activity, Bend it, three shot showdown and freeze-frames, improvisation Questions focusing on the learning throughout the lesson (Use ‘think time’, ‘think/pair/share/square’ and ‘no hands’ rule) What skills do you have that could be useful this lesson? What outcomes are you expecting? How will you set about learning? How could you apply what you now know to solve…? What could be the function of..? Where could you find evidence for..? How valid do you think this evidence is…? What if…? What does this suggest to you? Which do you think is more important / significant…? What conclusions can you draw..? How did you reach this conclusion? What have you learned elsewhere that is like this? How will you apply what you have learnt? What skills/knowledge have you acquired that you also use elsewhere? All rights reserved. Except as permitted under current legislation no part of this work may be photocopied, stored in a retrieval system, published, performed in public, adapted, broadcast, transmitted, recorded or reproduced in any form by any means, without the prior permission of the copyright owners. Enquiries to feedback@outstanding-lessons- made-simple.co.uk © Richard Beard April 2011feedback@outstanding-lessons- made-simple.co.uk All rights reserved. Except as permitted under current legislation no part of this work may be photocopied, stored in a retrieval system, published, performed in public, adapted, broadcast, transmitted, recorded or reproduced in any form by any means, without the prior permission of the copyright owners. Enquiries to feedback@outstanding-lessons- made-simple.co.uk © Richard Beard April 2011feedback@outstanding-lessons- made-simple.co.uk Engaging questioning techniques to assess individual’s answers The red boxes indicate the main DIFFERENTIATED tasks. This should be where the students are “learning by doing” with only guidance from the teacher. Thereby offering the students the chance to collaborate & be independent from the teacher. Coupling this work with peer or self assessment allows the students to realise their next step in learning enhancing their own independent learning skills. It is essential for an outstanding lesson that this is majority of the lesson. The red boxes indicate the main DIFFERENTIATED tasks. This should be where the students are “learning by doing” with only guidance from the teacher. Thereby offering the students the chance to collaborate & be independent from the teacher. Coupling this work with peer or self assessment allows the students to realise their next step in learning enhancing their own independent learning skills. It is essential for an outstanding lesson that this is majority of the lesson.

8. Typical Questions of an observer: Do you know what you’re learning and how you can improve your work? All are aware of where they are at and where they can improve – Opportunities to consolidate, and think about what they have learnt(Peer/Self-assessment)! – Marking is of a high quality (WWT)

9. How do you know where everyone is at? So you can act and improve their learning Quick, easy and straight forward assessment that lets you know where everybody is in 30 seconds, allowing you to act upon it HINGE POINT QUESTIONS ADAPTIVE TEACHING

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