Outstanding Learning

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Demonstrating progress. Outstanding Learning. Jackie Beere Advanced Skills Teacher Author, Former Headteacher School Improvement Partner Author of The Perfect O fsted Lesson and The Perfect Ofsted Inspection. In the age of uncertainty . - PowerPoint PPT Presentation

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The Perfect lesson

Outstanding LearningJackie Beere Advanced Skills TeacherAuthor, Former HeadteacherSchool Improvement PartnerAuthor of The Perfect Ofsted Lesson and The Perfect Ofsted Inspection

Demonstrating progress.............In the age of uncertaintyIt is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.Charles Darwin

21st century children:More depression more suicidesAddicted to distractionValues vacuumCORE SKILLS MATTER

PrimitiveEmotionalThinkingNovelty/surpriseHumourMusicRhythm/rhymeLoveMysteryStoriesPassion! EvaluationReflectionCreativityAnalysisFearAngerThreatAnxiety

3Fixed mindsetGrowth mindsetIntelligence is a givenIntelligence can be developedLeads to a desire to look smart and therefore tendency to:Leads to a desire to learn and therefore tendency toAvoid challenges as cant risk failingEmbrace challenges willinglyCan get defensive or give up too easilyPersist in the face of setbacksSee effort as fruitless or sign of weaknessSee effort as the path to masteryIgnore useful negative feedbackLearn from criticism and welcome the feedback.Feel threatened by the success of others, leading to fragile self confidence and relentless perfectionismFind lessons and inspiration in the success of othersAs a result, may plateau early and not achieve potentialAs a result, can reach ever higher levels of achievement.

creativity..\EQ\Growth mindset small.ppt4When observing lessons, inspectors may find the following prompts helpful.

Are pupils working independently? Are they self-reliant do they make the most of the choices they are given or do they find it difficult to make choices?

To what extent do pupils take responsibility for their own learning?

How well do pupils collaborate with others?

Are pupils creative, do they show initiative?

Are pupils developing habits of good learning?STOP PRESSMore observation, more teachers, more importantLiteracy and numeracy in all lessons/subjectsBehaviour for learningTeaching assistants!Assessment informing progress57 STEPS to the perfect lessonthey do 80/20 you do?Step 1 Immediate engagement - Why (prior learning/progress/scheme/big goal)Step 2 Set up learning environment (RAPPORT)Step 3 Outcomes- objectives (differentiated, success criteria, high expectations)Step 4 Engaging tasks (active -inspire thinking-questions-pictures)Step 5 Group Activity collaborative/engaging /choice/co-designedStep 6 Dish the DIRT reflect, improve, add extra learning EXPERT TEACHER ADDS PROGRESSStep 7 Assessment of progress what have we learnt, how do we know, whats next...Choice- collaboration-challenge-communicationObjectivesLearning objectiveTo evaluate some strategies that will improve learning progress to create the perfect Ofsted lessonSkills/competency objectiveCreative thinking Collaborative learning Writing to persuadeUse PLTs frameworkSelf managerEffective participatorCreative thinkerReflective learnerIndependent EnquirerTeam workerSuccess CriteriaTo evaluate some strategies that will improve learning progress to create the perfect Ofsted lesson

Creative thinking

Collaborative learning

Writing to persuade

Share ideas with others in a very engaging wayEngaged in innovative thinking that creates new solutionsUse perfect strategies and techniques in my lessons to deliver progressEngage reader to want to change behaviourDifferentiatedAttn: vulnerables HIGH EXPECTATIONS

To recognise the power of different types of language I will be able to: Use formal and informal language (Entry level) Explain how to speak and write in appropriate language (Level 1) Teach others how to use a range of writing and speaking styles appropriate for different audiences (Level 2)EL1L2I can use language to be a successful communicator at work and in life

10Engaging activities for independent learningChoice challenge collaboration-communication

..\teaching and learning\starters.pptx

Engaging Activities..\Collaboarative learning ideas\post 16 heart sheet.docx..\Collaboarative learning ideas\post 16 comms language task sheet.docx

SWAP SHOP - ..\Collaboarative learning ideas\SWAP SHOP.docxMarket Place

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Questioning and feedbackThe teachers craft.

What does sadness taste like?Is carpet a good thing?Can you hear snow?Do children smell nice?What colour is 10?Measuring progress the perfect plenary

What are they looking for?ProgressSatisfactory

Good

Outstanding teacher led

demonstrated through peer and teacher

student demonstrated, self recorded and apply to new context....

Display for learning big lessons

Do lots of DIRTDedicated improvement and reflection time

Teacher adds Xtra progressTeachers - whats the difference? Satisfactory?Fount of knowledge filling empty vesselsDidactic teacher guides pupilsTeacher questionsOutcome focusIntelligence is fixedTeacher talks

OutstandingFacilitatorPupil-centred activityPupils construct questions/challengesPupils as co-designersPupils judge success, self correctingCreative opportunitiesSuccess and failure equal partners for learningReflection/ metacognitionDevelops habits/dispositionsLanguage for learningRecognises diverse needsStudents as leaders and independent learnersCo-designing the learningSelf differentiating, setting their own success criteriaTeaching and coaching each otherLetting them take responsibilityWorking harder and talking more (on task) than you do

Only babies need spoon feeding! We know what we are learning and whyWe know what good looks like and how to achieve itWe know what we are doing well and where we need to improveWe know what our next steps are and that makes us confident that we can succeedWe can see how the skills that we are learning in this lesson transfer to other contexts and thats helping to make us better, more independent learnersOur teachers provide clear and challenging objectivesOur teachers help us to recognise and achieve the standards we should be aiming forOur teachers (and our peers) give us regular feedback for learning which is both positive and specificOur teachers show us precisely what we need to do in order to make progress in our learning Our teachers emphasise the links between learning in this lesson and learning elsewhere. This means we know how to apply and adapt the skills we are learning 21Assessment for Learning creates EQSelf-assessment Peer assessmentThinking time for questions Sharing criteriaFocussed markingleads to self awarenessleads to empathy and resiliencebuilds self-esteemenables students to set targets and goalshelps them understand mistakes as learning experiences

Effective feedback should:focus on the learning objectives and/or success criteria;confirm that pupils are on the right track;stimulate the correction of errors or improvement of a piece of work;scaffold or support pupils next steps;provide opportunities for pupils to think things through for themselves;comment on progress over a number of attempts;avoid comparisons with other pupils;provide pupils with the opportunity to respond.23negativeNon-specificpositivespecific

Assessment that informs learning - SPOOF Specific linked to progression modelPositive, reward effort - and focus on what is rightOwnership for the students (WWW/EBI/MRI)Outcome focused - where are we going?Flexible - constantly adapting the plans to deliver best learning6 Cs for success in the classroom

COLLABORATION CHOICECHALLENGE createCOMMUNICATION skillsCONFIDENCE as learnersCREATIVE thinking for new solutionsSuccess CriteriaTo evaluate some strategies that will improve learning progress to create the perfect Ofsted lesson

Creative thinking

Collaborative learning

Writing to persuade

Share ideas with others in a very engaging wayEngaged in innovative thinking that creates new solutionsUse perfect strategies and techniques in my lessons to deliver progressEngage reader to want to change behaviourWrite a ten word text message to persuade a colleague to try a new techniqueChecklist the 80/20 lessonStart: environment, rapport, attitudeObjective and level of expectationFlexibility to adapt lesson and respond to progressQuestioning and classroom dialogueImpact of interventions by teacherSkills development PLTS and subjectSubject passion and expertiseQuality of feedback oral and writtenLevel of student to student supportResources especially ICT and TAs -add to progressStudent self reflection and review is endemicOutcome demonstration by students progress for all

Communicate!Self-disclosure feeds emotional intelligenceOPEN everyone knowsBLIND others knowHIDDEN you knowUNKNOWN no-one knows (yet)Reading and resources

Jackie Beere:The Perfect Lesson The Perfect Ofsted InspectionThe Primary Learners Toolkit

The Teachers Toolkit Paul Ginnis

www.independentthinking.co.ukwww.campaignforlearning.orgwww.jackiebeere.com

jackie.beere@virgin.net.

Thanks for listening

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