1. Tina Warden Education Consultant 5 October 2016 What Makes a Classroom Tick?

2. TIME? 2 Think of words/phrases that relate to time… You have 2 minutes! GO!

3. Changing Times 3 Discuss with the person next to you the theory underpinning time differences around the world…

4. 23/11/2016 copyright 2006 www.brainybetty.com 4

6. Teachers’ Standards 6 How do these translate into classroom practice?

7. Teachers’ Standards Developing Embedding Enhancing….. Excelling as a teacher…

8. 8 Set high expectations which inspire, motivate and challenge Promote good progress and outcomes by pupils Demonstrate good subject and curriculum knowledge Plan and teach well structured lessons Adapt teaching to respond to the strengths and needs of all pupil Make accurate and productive use of assessment Mange behaviour effectively to ensure a good and safe learning environment Fulfil wider professional responsibilities

9. Can you demonstrate your X Factor?

10. What style of teacher are you? 10 Planner or spontaneous? Creative or organised? Expert or interactive? Firm or friendly? Cautious or outgoing?

11. The mediocre teacher tells The good teacher explains The superior teacher demonstrates The great teacher inspires William Arthur Ward

12. 12 Describe the best practice you have observed as a Trainee. What made this teaching exceptional?

13. The Learning Environment 13 What are the essential components that create an effective classroom?

14. Working Walls ?

19. A working wall is... Positioned close to where I most often teach A place where children can find key information about their current learning Added to over a series of lessons A place where anyone can make a contribution A place for information and ideas – vocabulary, guidance, images and/or diagrams Frequently changed to be current

20. A working wall is... Age related A place that has visual impact Confidence building Constantly used and referred to A place for planning / structure of children’s work A teaching aid reinforcing teaching points

21. A working wall is NOT... A display A permanent fixture A vessel for every bit of information relating to a topic or series of lessons

22. Supporting Learning and Development 22

26. 26

29. What constitutes good learning? 29 What does it look like? How would I know that progress is being achieved? What are the essential ingredients of outstanding teaching and learning?

30. 30

31. Personal Inventory 31 Consider your repertoire… Checklists for: Classroom management Pupil learning Effective teaching Overall effectiveness

32. Where are you on your journey? 32 Do you know your strengths? Do you recognise your areas for development? What are you doing to improve your practice?

33. Learning as a journey... 33 Plot a way through lessons Explorers need guides as well as maps Can children chart the ‘story’ of the lesson?

35. Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve.

37. Stickability... What is the fundamental aspect of the lesson, you need children to learn? What key skill, knowledge or understanding, should children grasp? What should children leave your classroom knowing/understanding? What should children return to class knowing/understanding? Why should this ‘stick’ with children? How will you make it stick?

40. Success is a journey not a destination... 40

41. Building success…

42. Audit Plan Do Review

43. 23/11/2016 copyright 2006 www.brainybetty.com 43

44. Absolute clarity of how knowledge and understanding are vertically integrated in the subject and helping children to work at a conceptual level. The teacher needs to be thinking here first… Keeping the lesson plan “loose” so that you can respond to the learners as they make their learning visible to you at the beginning, during and end of lessons. The last assessment forms the new starting point for the next lesson.

45. AfL... What is assessment for learning? 45

46. copyright 2006 www.brainybetty.com 46 “Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go next and how best to get them there.” Assessment Reform Group 2002

47. 47

48. 48

49. 49

51. Have the confidence to move away from the plan and respond to the learner, not just follow the activities…

52. Loosening up? GradingLearning Gains Lesson structure Focuses On Requires improvement loosetightthe activities Goodtight the lesson plan Outstandingtightloosethe learner

54. Wisdom begins in wonder Socrates

55. 55

59. An example of how Bloom’s taxonomy works… Knowledge: How many different kinds of potatoes can you name? Comprehension: How and where do potatoes grow? What do you know about potatoes? Application: Which type of potato would you use for making the best mash and why? Analysis: Can you list different examples of foods which are made from potatoes in order from the most to least healthy? Synthesis: Can you create your own recipe using potatoes? Evaluation: What do you think about the way in which potatoes are used in different parts of the world? Explain your reasoning.

63. 23/11/2016 copyright 2006 www.brainybetty.com 63

65. 23/11/2016 copyright 2006 www.brainybetty.com 65

70. Getting to outstanding… Dylan Wiliam: “giving up good things to do great things” Outstanding is not simply doing more it’s doing different…

71. Unleashing Potential

74. 23/11/2016 copyright 2006 www.brainybetty.com 74

75. Developing resilience...

78. https://www.youtube.com/watch?v=qehqv13PJwI https://youtu.be/uaWA2GbcnJU