1. It’s all about Learning: maximising progress using high impact strategies in the classroom.
Today’s session objective:
To identify strategies to enhance the performance of all of the pupils in my lessons and lead to good/outstanding teaching and learning.

2. Good / Outstanding Teaching & Learning
Making progress visible
Demonstrating understanding
Lesson Planning
Personal Learning Points

3. To Be Good / Outstanding:
The lesson’s emphasis must be on Progress and enhancing ‘standard’ progress over time;
Differentiation needs to be demonstrated;
Marking needs to be consistent, specific and supportive;
Assessment needs to be consistent, specific and supportive ;
Feedback needs to be consistent, specific and supportive;
There needs to be teaching of literacy, numeracy, (communication);
There needs to be cooperative learning;
There needs to be independence in learning;
There needs to be appropriate timely reviews of learning;
Intervention needs to be put in place if reviews show that it is needed.
Everything that you do – THINK ALL!

4. The lesson’s emphasis must be on Progress and engagement for ALL;
All lessons need a learning objective / Learning Challenge/ Learning question.
That LO / LC / LQ should be part of a bigger picture i.e APP / GCSE progress.
If as task doesn’t tie into the learning, and how to make progress with the LO / LC / LQ, don’t do it!
Make everything that you do a building block to success at the end of the lesson.
Show the Learning….

5. 14 Key Areas that quality of teaching and Learning are assessed on:
Every single one of these contributes to the ability of students to make progress
1. Use of assessment in planning
2. Level of challenge
3. Use of resources
4. Support and intervention for pupils with specific learning needs
5. Opportunities to develop reading, writing, maths and ICT skills
6. Use of strategies and tasks to engage pupils
7. Behaviour and discipline
8. Pace and depth of learning
9. Expertise and subject knowledge
10. Use of questioning
11. Assessment of learning during lessons
12. Marking and feedback
13. Homework
14. Independent learning

6. The bit that’s intuitive
The bit that’s planned
The bit that’s intuitive

8. High Impact Strategies
“The mini changes to classroom practice that makes a big difference to learning”
assemble
add
reduce
replace
sequence
change
connect
arrange

10. R E S I S T ! Resist intervening too often & just for the sake of it
Resist levels
Resist self & peer assessment if there is nothing to assess
Do things if they are necessary and at the right time

11. Learning Journey Information (gathering) Knowledge
(absorbing, possessing, making sense)
Understanding
(applying, showing, doing)
Do something with info (practice is often rushed in schools, does everybody need the same amount?)

12. Judging Progress D E P T H What proportion of learners… find out more
absorb / process / know more
apply / connect / show more understanding
are challenged to deepen thinking
reinforce / develop key skills
enhance important qualities / beliefs
… than at the “start” of an experience D E P T H
Practising = progress
From reliance to increasing independence = progress
Skills development = progress
I know something that I didn’t know before, but how well? How deep?
Could pupils have done more?
Students are not going to be experts after 10 mins, but they are heading in the right direction

13. Making progress visible

14. Progress over Time
Pupils should have their data at hand to refer to at all times.
They need to know what level they are working at and where they are aiming.

15. Peer & Self Assessment As Routine Practice
Use it as a tool to reduce your workload!
Do it at least once a week.
Give each pupil a different colour pen to your own.
Make it your standard classroom practice!
Train pupils how to carry out peer & self marking effectively.

16. Marking for progress Present Present (other than I) Past – Imperfect
Past – Perfect
Future
Conditional
Subjunctive
Verb + infinitive
Linking words
Opinion
Complex opinions
Justifications
Negatives
Comparatives / Superlatives
Idiom
Subordinate clauses
Range of vocabulary
Pronunciation
Pupils need to engage with your marking so that they can actually make progress – so build in reflection time for them to do this!
Ideas to engage with marking: rewrite a paragraph, ask a question

17. Engaging All In Visual Evidence Of Progress
There are many ways to set up your classroom so there is nowhere for pupils to hide.
You have to get all of them involved…. So that all of them make progress.
Don’t just have them sat down at their desks to show you what progress they’re making.

18. Is there anything you want to go over again?
The Confidence Line
Confidence line
Take a whiteboard with them to make them explain why they are positioned where they are! 1 10
Is there anything you want to go over again?
Not confident
Really confident

22. Need To Show Learning At the End Of The Lesson?
This is really simple and can only be used at one point in the lesson but, if an observer / inspector enters at the end, you will never be caught out!
Simply get pupils to fill in their name at the start – so that they know it’s coming, and complete it as they leave.
Collect exit cards on the door.
Important, scan them in OR summarise the great comments for the start of your next lesson.
Pupils love the personal touch and their misconceptions are your corrections at the start of the next lesson!

23. AfL Toolkit
Afl is only useful if you use it with the intention of correcting misunderstanding.
If you ever plan an AFL technique, plan your correction technique at the same time.
If you don’t have a way to correct misunderstanding planned with the AFL, you do not have AFL, you have A of L.
Intervention needs to be put in place if reviews show that it is needed.
Intervention in the classroom is not just using a TA
It’s correcting misunderstanding so that it doesn’t go “unchecked”.
Various Ways of doing this following a review:
Q&A
Whole Class Explanation
Peer support
One to One
Confidence line pair up.
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