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Aiming for Outstanding

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Diane Crozier

on 13 April 2014

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Transcript of Aiming for Outstanding

Planning for learning
Learning Outcomes
Use Action Verbs
Ensure all learners' needs are addressed - differentiation, Learning styles (VARK)
What action verbs have you used today?
Are your Learning Outcomes SMART?
Sample Action Verbs
assess, compare, rate, critique
compute, discuss, explain, predict
apply, demonstrate,prepare,
analyze, design, select, utilize
compile, create, plan, revise
list, describe, recite, write

I love lesson planning

Consider the starting activity with care - do you need
to start with a.....
BEM Principle

The view is that the first
12 minutes
and the last
8 minutes
of a lesson are the best for concentration and we lose concentration in the middle.

That's why many teachers prepare their lessons in
20-minute chunks
, to achieve maximum concentration from their learners.
Some practitioners believe that a person’s concentration span is
2 minutes
in excess of their chronological age, therefore a 16 year old’s concentration span is
18 minutes.
This period of concentration
peaks at the age of 20 years
therefore no one can really concentrate on one activity
for longer than 22 minutes.
This theory of the concentration span is connected to the
Opening A Lesson
Tips to avoid discipline problems
Class Discussion
Kim's Game
Venn Diagrams
Mind Maps
Thinking Hats
Diamond Ranking
Speech Bubbles
Flow Charts
Group Work
The purpose of the lesson is made clear

Group work:

Jot down some ideas of what should be incorporated into the beginning of a lesson
Suggest interesting ways to do this?
Individual work:

Which of the list of activities on the handout will help to avoid discipline problems in the lesson
When you have planned what the lesson objectives are then decide
you are going to teach these objectives and what activities you are going to use:

These are called

Teaching Strategies/Methods
Teaching Strategies
Are your activities motivating?
Do they develop important skills?
Have you chosen active methods where possible?
How do you check that learners have learnt?
What method have you chosen to Assess the Learning?
Did you use appropriate assessment - can you measure your LO's?
Did you have a plan for questioning?
(The skill used by most teachers)
Did your assessment/questioning challenge all learners?
Did you give them something to think about for the next class: homework, challenges, questions?
Purpose of Assessment
Assessment serves many different purposes:

contribute to the evidence on the effectiveness of courses and teachers

provide a long-term goal for learners

identify whether students have achieved the learning outcomes

grade the attainment of learners

Summative Assessment

Purpose of Assessment
Main use of assessment for teachers is the ongoing or:

Initial or diagnostic assessment have similar 'formative' roles - carried out at the beginning or a course

pinpoint difficulties so that remedial action can be taken

used throughout the course to form judgements on whether and to what extent learning has been successful

Formative Assessment

Add realistic timings to your lesson. Most activities will take much longer than you expect.
Review your learning outcomes
Set the scene for the next lesson
Say good bye ..... thank them for their participation in the lesson today
Let's Recap
Always end on time
Give approximately 10 minutes to close the lesson
Reflect on the lesson with the group or if necessary individuals
Experience is not enough to guarantee learning.. there must be reflection on this experience
Each lesson should be evaluated
Only people who reflect on, and learn from, past successes and failures are able to improve.
Either way you
will fail to learn adequately from experience and will not improve
If you are too self critical you will lose confidence and fail to experiment
If you are too self confident you will think improvement unnecessary
'Only the mediocre are always at their best'
Jean Giraudoux
Lesson Closure
Learning Outcomes
Fast Finishers
A good fast-finisher activity should be:
- that it should imply some kind of extension activity which allows stronger pupils to learn more.
- that it is connected with the topic being studied or as a revision of something already studied.
- that it suits the linguistic, as well as cognitive level of the learners.
- that it can be done without taking up too much teacher-time.
- that it can be finished quickly and is easy to check.
- that it does not disturb the rest of the group.
- that the activity will work for individuals or for pairs.
- that it will not be seen as an onerous "punishment".
Why not consider Peer to Peer Learning?
To avoid this
Students who finish first should not have to wait until the others 'catch up'
try this
Participants will be able to recognise opportunities to generate new ideas for lesson plans
After completing the training, participants will apply learning to plan and deliver outstanding lessons
Participants will be able to identify elements of an outstanding lesson
Aiming for Outstanding
Planning for


Use a variety of questioning techniques
Ask to individuals
Use Activities:
Peer learning
Working in pairs
Group work
Motivate / praise

Teaching and LEARNING

LEARNING: Practical or Theory?

Start on time
Display learning outcomes
Share learning outcomes
Link to previous learning

LEARNING from the beginning

Learning Aims / Objectives /Outcomes (BLOOM)
Clear structure
Learners’ profile
Room / Seating plan
Linked to essential skills
Linked to employability / transferable skills

Learning Aims / Objectives /Outcomes (Blooms Taxonomy)
Clear structure
Learners’ profile (incl differentiation)
Room / Seating plan
Linked to essential skills
Linked to employability / transferable skills


Talk too much
Use death by PowerPoint
Ask only closed questions
Ask only chorus line questions
Answer own questions
Give students all the information
Sit behind your desk

Consider different:
learning styles
education history
learning speed
specific learning needs

coping with difference
• something we have always done,
• important if all learners are to benefit from our teaching
• can make the difference between passing and failing for many students, and so is the ladder to success for all.
• if a student passes because of effective differentiation, that will make a real difference to that student’s life. They might get a job, a career, indeed a life they would not have got otherwise. “Teachers touch lives for ever”
• Teachers have important jobs and differentiation counts
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