1. Lesson Planning and Lesson Observation at Redhill

2. 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

3. 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

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

5. 80:20 Rule ~ get them thinking
thinking skills lessons
elicit the answer
you’ve got 20 seconds to find the answer

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

7. 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