Moving to Outstanding

“Tell me and I forget,

Teach me and I remember,

Involve me and I learn.”

4. Managing Active Learning

3. Questioning

• Structure and Pace
• High Confidence
• Managed Risk
• Interactive Whiteboard
• Digital technologies
• Peer and self assessment
• Sequence active learning opportunities
• Active approaches e.g. debates, jigsawing, sequencing, envoying, collective memory, role play, active questioning etc.

• Formative strategies e.g. thumbs, number fans, traffic lights, mini-whiteboards, Post-It notes etc

• Eavesdropping and dialogue

• Teachers know exactly where students are in their learning, the progress they are making and modify learning in response.

5. Instant Feedback

• Participation of all
• Target students
• Pose, Pause, Pounce and Bounce
• Questioning approaches e.g. 5xWs, 6 hats, no hands up, minimum answer, more open and few closed questions, phone a friend, hot seating, probe, focused or target questions

• More basketball, NOT Ping Pong questioning

2. Planning for Thinking

and Classroom Talk

• Oral feedback in lessons
• Well judged praise or encouragement
• Not just ticks & marks
• Written comments e.g. 'two stars and a wish'
• Specify actions to improve 'next steps'
• Follow up on the actions required, in the feedback and marking

• Planning Big Questions
• Talking and thinking partners
• Time Outs and class discussion
• Rules for classroom talk
• High challenge - pre-planned using Bloom's Taxonomy
• Thinking skills and PLTS - how concepts will be understood and remembered e.g. analogy, mystery, living graphs, mind map, images, music...

• A powerful way of raising standards.

• What all good teachers do.

• A way of planning the activities in the lesson so that both the teacher and the pupils know what they are learning and how well they are learning it.

• When both teachers and pupils are clear about the purpose of the learning and the expected outcomes.

• Using e.g. effective feedback, clear learning intentions, quality questioning, dynamic group work, self and peer assessment – BUT not embodied in any one of these.

• Teachers recognising individual needs – teaching pupils NOT a subject.

• An interactive process between teacher and pupils and pupils with one another where learning is the key topic.

• Pupils asking questions of themselves and of each other.

• Pupils having the confidence to take risks in their learning.

• Ensuring pupils know what to do next to improve.

• Pupils know WHY… Pupils know HOW to use or apply…

Outstanding teachers understand that:-

Assessment for Learning IS …

To be Outstanding:- Teachers need to understand that

Assessment for learning is NOT …

• Another initiative, fad, or passing phase.
• A mechanical process.
• A quick fix.
• A series of add on strategies.
• Small parcels of assessment that are put in during the lesson.
• Simply recording regular summative assessment, e.g. grades and levels.

Chinese Proverb

6. Marking, Oral and

Written Feedback

AfL as part of outstanding teaching

‘The key feature is that the teacher finds ways of helping the student to be active in the classroom, and helping the student to speak out and express their ideas. Until that happens, the teacher doesn’t know what is needed.’

Professor Paul Black

AfL is about Students

One size does not fit all!

Interest, previous knowledge, skills, attitudes, enthusiasm, motivation, readiness to learn …

Their needs are very different

We need to personalise to ensure their needs are met

empowers teachers to use what you know to modify planning, take risks, make learning more active, suitable, challenging to motivate, engage, intervene, to ensure a pupil learns effectively

• Uses data along with teachers knowledge and experience
• Classroom information at a cohort, class, group and individual pupil level
• Personalises learning...

AfL is about students

“Six of the Best” and One for Ofsted!

AfL Key Messages - Moving to Outstanding

THE BIG PICTURE

Outstanding teachers regularly set out the Big Picture

• Pupils need to know how all this learning is relevant, where it is leading…
• How and why is this new learning important?
• They need help connecting to what they already know
• They want to be intrigued and engaged

1. Planning for Learning

• Display for Learning
• Engaging artefacts and stimulus
• High quality resources - varied media, learning materials NOT just worksheets
• Furniture and spaces arranged for active learning
• High Confidence - supportive ethos
• Other adults and teaching support staff deployed purposefully

• Objectives, Outcomes and Success Criteria

• Planned Learning - NOT Tasks or Activities

• Differentiation - matched to needs

• Planning for HOW - the way in which students will learn

• Relevant - meaningful - real and relevant contexts

• Engaging, Motivating and Inspiring

6 of the best + 1 for Ofsted

7. Planning Effective use

of the Environment

1. Planning for learning

2. Planning for thinking and classroom talk

3. Questioning - targeting pupils

4. Managing active learning

5. Instant feedback

6. Marking, oral and written feedback

7. Planning effective use of the environment for learning

Moving to Outstanding

the importance of

Assessment for Learning

Ged Gast

http://prezi.com/3okxizmyxwed/moving-to-outstanding/

1.

Exceptional progress is made due to the clarity of expectations, the quality of the management of learning, pupil engagement, motivation and pace.

8 Ofsted Characteristics - Moving to Outstanding

2.

Inspiring teaching and exciting activities enthuse and captivate everyone. Risk is managed, learning is safe, students are highly engaged through well planned sequence of meaningful learning episodes.

Acutely aware

Strong analysis

Highly effective

3.

Teachers apply subject knowledge to pitch the level of challenge and bring learning alive. They use classroom talk, stimulus and examples that make learning relevant and meaningful.

Many strengths

Rigorously

Effectively

Excellent

High quality

Systematically

Ofsted - Good Characteristics

1. The teaching is consistently effective in ensuring that pupils are motivated and engaged.

2. The great majority of teaching is securing good progress and learning.

3. Teachers generally have strong subject knowledge which enthuses and challenges most pupils and contributes to their good progress.

4. Good and imaginative use is made of resources, including new technology to enhance learning.

5. Other adults’ support is well focused and makes a significant contribution to the quality of learning.

6. As a result of good assessment procedures, teachers and other adults plan well to meet the needs of all pupils.

7. Pupils are provided with detailed feedback, both orally and through marking. They know how well they have done and can discuss what they need to do to sustain good progress.

8. Teachers listen to, observe and question groups of pupils during lessons in order to reshape tasks and explanations to improve learning.

Ofsted - Outstanding Characteristics

1. Teaching is at least good and much is outstanding, with the result that the pupils are making exceptional progress.

2. It is highly effective in inspiring pupils and ensuring that they learn extremely well.

3. Excellent subject knowledge is applied consistently to challenge and inspire pupils.

4. Resources, including new technology, make a marked contribution to the quality of learning, as does the precisely targeted support provided by other adults.

5. Teachers and other adults are acutely aware of their pupils’ capabilities and of their prior learning and understanding, and plan very effectively to build on these.

6. Marking and dialogue between teachers, other adults and pupils are consistently of a very high quality.

7. Pupils understand in detail how to improve their work and are consistently supported in doing so.

8. Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with striking impact on the quality of learning.

The language of Outstanding

Outstanding

Inspiring

4.

Digital technologies, the interactive whiteboard and stimulus resources all make an impact on learning, promoting better understanding and high quality learning. Adults and support staff are briefed to enable students to make learning gains.

Exceptional

Successfully

Precisely targeted

Highly cohesive

Striking impact

Vigorously

Markedly beneficial impact

Incisive analysis

5.

Teachers and TAs very aware of pupil data and learning needs. They plan together and target actions to have impact within and beyond the lesson.

6.

Teachers apply their very detailed knowledge of pupils data and progress to inform their planning, assess progress and outcomes, giving clear guidance on actions to improve.

7.

Teachers create high confidence learning environments, model skills, thinking and interactions, so that pupils become independent learners, able to tackle 'next steps' with confidence and managed risk.

8.

Teachers use AfL feedback strategies naturally and to great effect modifying tasks and levels of challenge. They personalise the learning using questioning that probes, developing learning by turning 'don't knows' into 'knowing' within the lesson.