what makes an outstanding lesson

8/14/2019 What Makes an Outstanding Lesson

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What makes an outstandingWhat makes an outstandinglesson?lesson?

David DrakeDavid Drake

Humanities AST WiltshireHumanities AST Wiltshire

http://humanitiesastwiltshire.blogspot.comhttp://humanitiesastwiltshire.blogspot.com

http://humanitiesastwiltshire.blogspot.com/





Teaching methods are very well matched to the content and to theTeaching methods are very well matched to the content and to thelearners - some may be original or innovative; for example, contentlearners - some may be original or innovative; for example, contentclosely linked to students' experiences or to interesting practicalclosely linked to students' experiences or to interesting practicalsituations.situations.

The teacher checks progress throughout the lesson; assessment is regular The teacher checks progress throughout the lesson; assessment is regular and helpful.and helpful.

Students evaluate their own and others' progress accurately andStudents evaluate their own and others' progress accurately andconstructively.constructively.

All students know how to improve as a result of regular and constructiveAll students know how to improve as a result of regular and constructivefeedback; where appropriate this is linked to the national curriculum or feedback; where appropriate this is linked to the national curriculum or examination requirements.examination requirements.



The teacher develops students' basic and other cross-curricular skills, for The teacher develops students' basic and other cross-curricular skills, for example, literacy, numeracy, independent learning and PSHE.example, literacy, numeracy, independent learning and PSHE.

Students have easy access to, and make use of, additional resourcesStudents have easy access to, and make use of, additional resourceswhich they use independently to support or enhance their learning.which they use independently to support or enhance their learning.

Students go out of their way to help each other; they provide mutualStudents go out of their way to help each other; they provide mutualsupport.support.

The classroom is a lively and interesting place; it includes good displaysThe classroom is a lively and interesting place; it includes good displaysof students' work (representing all abilities), things which give a subjectof students' work (representing all abilities), things which give a subjectspecific flavour to the room, and annotated examples of levelled work specific flavour to the room, and annotated examples of levelled work used to support learning.used to support learning.



Promoting learning through effective teaching. Ask Promoting learning through effective teaching. Ask

yourself…yourself…

When planning the lesson have you…When planning the lesson have you… Provided a detailed and effective scheme of work andProvided a detailed and effective scheme of work and

lesson plan appropriate for the learning needs of thelesson plan appropriate for the learning needs of thegroup and the demands of the subject?group and the demands of the subject?

Organised the room layout and resources to maximiseOrganised the room layout and resources to maximiselearning opportunities?learning opportunities?

Planned for individual learning needs?Planned for individual learning needs? Provided an appropriate pack for an observer – Provided an appropriate pack for an observer –

Scheme, lesson plan, IEPs, group/individual profiles,Scheme, lesson plan, IEPs, group/individual profiles,assignment records etc (Select as appropriate; do notassignment records etc (Select as appropriate; do notoverdo as this can be counter-productive)overdo as this can be counter-productive)



At the start of lesson do you…At the start of lesson do you…

Take the register within first few minutes andTake the register within first few minutes and

record and challenge lateness appropriately?record and challenge lateness appropriately?

Start with re-cap of previous lesson andStart with re-cap of previous lesson andinvolve learners in this to consolidate andinvolve learners in this to consolidate and

reinforce learning?reinforce learning?

Record clear learning objectives or outcomesRecord clear learning objectives or outcomesof the lesson and share these with learners?of the lesson and share these with learners?

(They should know what they are there for)(They should know what they are there for)



During the lesson do you…During the lesson do you… Vary teaching and learning activities to:Vary teaching and learning activities to:

hold learners’ interestshold learners’ interests meet a range of learning styles and abilitiesmeet a range of learning styles and abilities actively engage learners in the learning processactively engage learners in the learning process

Ensure that learners are given clear information andEnsure that learners are given clear information andguidance throughout the lesson. (Tell them if youguidance throughout the lesson. (Tell them if youwant them to do something such as take notes)want them to do something such as take notes)

Show interest and enthusiasm for the subject andShow interest and enthusiasm for the subject andcreate a positive and constructive atmosphere for create a positive and constructive atmosphere for

learning? (Your manner and approach will inspire or learning? (Your manner and approach will inspire or disengage learners)disengage learners)

Ensure that the pace of activities is appropriate for:Ensure that the pace of activities is appropriate for:subject level, stage of course, individual learningsubject level, stage of course, individual learning

needsneeds



Manage different learning needs in the group? (ThroughManage different learning needs in the group? (Throughextension activities, differentiated resources, structured groupextension activities, differentiated resources, structured groupwork activities, varied levels of support etc)work activities, varied levels of support etc)

Use appropriate teaching and learning resources effectivelyUse appropriate teaching and learning resources effectively

and creatively to support and promote learning? (Remember,and creatively to support and promote learning? (Remember,of all the senses, sight has the most impact on learning)of all the senses, sight has the most impact on learning)

Link learning content to previous learning and experience andLink learning content to previous learning and experience anduse topical and vocationally relevant examples to explain anduse topical and vocationally relevant examples to explain andclarify the lesson content?clarify the lesson content?

Use effective questioning skills and appropriate assessmentUse effective questioning skills and appropriate assessmentactivities to regularly review and check learning throughoutactivities to regularly review and check learning throughoutthe lesson? (All learners not just some)the lesson? (All learners not just some)



Ensure all learners are actively involved in theEnsure all learners are actively involved in thelearning tasks and are working productively and co-learning tasks and are working productively and co-operatively on them?operatively on them?

Provide clear feedback on progress – written or Provide clear feedback on progress – written or

verbal (as appropriate) – within the lesson?verbal (as appropriate) – within the lesson? Demonstrate highly effective communication andDemonstrate highly effective communication and

group management skills appropriate to the age of thegroup management skills appropriate to the age of thelearners and level of the qualification?learners and level of the qualification?

Ensure that all language, resources and learningEnsure that all language, resources and learningapproaches used, positively promote an inclusiveapproaches used, positively promote an inclusivelearning atmosphere based on respect for differencelearning atmosphere based on respect for differenceand diversity?and diversity?



Do you check…Do you check…

Language and terminology – in course material, inLanguage and terminology – in course material, inwhat you say and in what the learners do and say?what you say and in what the learners do and say?

Stereotypical attitudes – oral and written?Stereotypical attitudes – oral and written?

Gender or racial bias in the organisation or balance of Gender or racial bias in the organisation or balance of learner contribution?learner contribution?

Breadth and appropriateness of assessment activitiesBreadth and appropriateness of assessment activitiesto ensure that they reflect a diversity of approach toto ensure that they reflect a diversity of approach to

learning?learning? The physical environment and how this might impactThe physical environment and how this might impact

on learning?on learning?



At the end of the lesson do you…At the end of the lesson do you…

Review aims/objectives/activities completed?Review aims/objectives/activities completed?

Ask and check what learners have learnt?Ask and check what learners have learnt?

Check to see if any elements are still outstanding andCheck to see if any elements are still outstanding and

need to be carried over to the next lesson?need to be carried over to the next lesson?

End with a forward look to the next lesson so thatEnd with a forward look to the next lesson so that

learners can see the links & are motivated to attend?learners can see the links & are motivated to attend? Bring the lesson to a clear close?Bring the lesson to a clear close?



Promoting good behaviourPromoting good behaviour

Meet and greetMeet and greet

Make the first interaction a positive oneMake the first interaction a positive one

Ratio of 5:1 Praise versus negativeRatio of 5:1 Praise versus negative Reward stampsReward stamps

Positive reinforcementPositive reinforcement

Proximity praiseProximity praise Show liking for studentsShow liking for students

Model required behaviour and social skillsModel required behaviour and social skills



Provide small, achievable goalsProvide small, achievable goals Challenge persistent poor behaviour in aChallenge persistent poor behaviour in a

manner which minimises disruption to othersmanner which minimises disruption to others

and allows the pupil the chance to makeand allows the pupil the chance to makeamendsamends

Work the room!Work the room!

Talk to individuals at their levelTalk to individuals at their level Establishing a clear routine so students feelEstablishing a clear routine so students feel

safe and secure in the classroomsafe and secure in the classroom



•Scheme of Work Title Is your plan showing progression? Date:

Period:

Class:Room:

Subject:

Teacher:

L/C:

Aims and Objectives:•Are they clear?•Can they be measured and

evaluated?

•Do learners know andunderstand them?•What is the position in SoW?

Resources:•Do these meet the aims?•Do they take account of the

way different students learn?

•Can all students accessthem?




Period:

Class:Room:

Subject:

Teacher:

L/C:


evaluated?





Starter :•Is there any recap to last lesson?•Does this involve learner input?

Main Work:•Does it promote independent learning?•Is there a variety of activities?•Are questions (discussion or written) clear?- they should not be

ambiguous or rely on knowledge the student may not have.•Is research targeted? –Not just go and find out about… but with

examples of what you want or ideas of where to start.•Are there written instructions to support verbal ones?

•Do tasks understand how this task meets on/all of the learningobjectives?•Do you know what finished work will look like?- model/show

examples.

Plenary:

Would a learning diary work?

How will checking learning affect what happens next lesson?

Has everyone met the objectives?




Period:

Class:Room:

Subject:

Teacher:

L/C:


evaluated?










examples.

Differentiation:

Is there a variety of activities on offer so that

students can pick a way

forward which suits them

but will meet the

objectives?

How will you deal with

practicalities of student

who needs support.

Homework:

Do students know the

reason for this task?

Have you provided

written instructions?

Is the deadline

manageable and clear?

Notes:

Could you consider

room layout?

Plenary:




what makes an outstanding lesson

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