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In all the talk of improving teaching and learning, sometimes – no, often – there is too much talk about the model OfSTED lesson. Too often this leads teachers into thinking of idealised lessons than can only be turned out in special circumstances or that Outstanding lessons require us to devise an elaborate box of tricks to show off with. However it is the 99% of lessons that are never observed that really matter. So, we need to focus on things that we do every day. Two related ideas: 1) It is the spirit of an idea that is important, not the letter. It isn’t about sticking to the rules. When good practice is embedded it is organic and doesn’t feel like a stuck-on activity plucked from a toolkit. (Mary James) 2) In improving as teachers, we are not collecting tools, we seeking to change our habits… the things we do automatically every day. (Dylan William) In these sessions, we are going to focus on aspects of routine practice – because lessons can be routinely outstanding.

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Page 1: In all the talk of improving teaching and learning, sometimes – no, often – there is too much talk about the model OfSTED lesson. Too often this leads

In all the talk of improving teaching and learning, sometimes – no, often – there is too much talk about the model OfSTED lesson. Too often this leads teachers into thinking of idealised lessons than can only be turned out in special circumstances or that Outstanding lessons require us to devise an elaborate box of tricks to show off with. However it is the 99% of lessons that are never observed that really matter. So, we need to focus on things that we do every day.

Two related ideas:1) It is the spirit of an idea that is important, not the letter. It isn’t about sticking to the rules. When good practice is embedded it is organic and doesn’t feel like a stuck-on activity plucked from a toolkit. (Mary James)2) In improving as teachers, we are not collecting tools, we seeking to change our habits… the things we do automatically every day. (Dylan William)

In these sessions, we are going to focus on aspects of routine practice – because lessons can be routinely outstanding.

Page 2: In all the talk of improving teaching and learning, sometimes – no, often – there is too much talk about the model OfSTED lesson. Too often this leads

Great Lessons 1: Probing

To be able to use probing questions to drive outstanding teaching and learning.

Page 3: In all the talk of improving teaching and learning, sometimes – no, often – there is too much talk about the model OfSTED lesson. Too often this leads

Probing‘When you walk into a lesson where the teacher is talking and you immediately think, ‘Yes, this is a great lesson’, what is happening? It is this: the teacher is asking probing questions. There is an intensity to it: solid classroom management is securing complete attention from everyone….eyes front, listening intently… and the teacher is probing.’

Task: In pairs, create a short (2-5 mins) lesson to teach something within one of your subject areas.

Steps: 1) Create your lesson on A3 paper,2) Take turns to practice using probing

questions to teach the lesson in your pair,3) Tick off the different probing questions as

you use them,4) Go live to deliver the lesson to the whole

group (team teaching).

Success criteria:

1. Use probing questions

as a key part of the

lesson

2. Uses Wait Time to

ensure accountability

3. Contains some sort of

behavioural technique

that will ensure

complete attention

from everyone.

Page 4: In all the talk of improving teaching and learning, sometimes – no, often – there is too much talk about the model OfSTED lesson. Too often this leads

• That’s interesting, what makes you say that?

• That’s true, but why do you think that is?

• Is there a different way to say the same thing?

• Can you give an example of where that happens?

• Can you explain how you worked that out?

• So what happens if we made it bigger or smaller?

• Really? Are you sure? Is there another explanation?

• Which of those things makes the biggest impact?

• What is the theme that links all those ideas together?

• What is the evidence that supports that suggestion?

• Does anyone agree with that? Why?• Does anyone disagree? What would you

say instead? Why is that different?• How does that answer compare to that

answer?• But what’s the reason for that? And how

is that connected to the first part?• How did you know that? What made you

think of that? Where did that idea come from?

• Is that always true or just in this example?• What would be the opposite of that?• Is it true for everyone or just some

people?• Is that a direct cause of the effect or is it

just a coincidence, a correlation?• Not sure if that’s quite right… have

another go… is that what you meant?• That’s the gist of it… but is could you say

that more fluently?

Page 5: In all the talk of improving teaching and learning, sometimes – no, often – there is too much talk about the model OfSTED lesson. Too often this leads

Plenary• Commitments:1. Teach with the list of probing questions –

actively tick these off as we use them in class;2. Strive to build a climate within class that

allows sustained periods of probing questioning,

3. Observe our partner on one occasion using these questions.


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