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juggling thingy

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Alexandra Gray

on 23 September 2016

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Transcript of juggling thingy

Differentiation sheet:
Astley Cooper NQT training
Programme Outline
OFSTED -Key indicators
- "Pupils' learning"
Work is challenging enough for all pupils and meets their individual needs
When planning any lesson, the first thing you will need to do is look at the data.
Triangle of inclusion
With the information you have gained from SIMS, you should now start to complete your triangle of inclusion.
Lesson Objectives:
You will need to decide what you want your learners to be able to DO after they have learned something you have taught.
Day 2
Planning for positive behaviour, marking and assessment.
Tuesday 16th July
Use of data
Wednesday 17th July
Planning for positive behaviour
Pupils' responses demonstrate sufficient gains in their knowledge, skills and understanding, including literacy and mathematics.
Teachers monitor pupils' progress in lessons and use the information well to adapt their teaching.
Teachers use questioning and discussion to assess the effectiveness of their teaching and promote pupils' learning
Pupils understand well how to improve their work.
In pairs:
What do you notice about these key indicators?
What is the main focus?
T. P. S
Can you condense these descriptors into one word each?
We are going to look at a KS3 lesson
Other info:
Lesson = period 5 Thursday
Room = drama room (no tables)
There is a TA available for the lesson - (to support the class, but also work with pupil 'G')
This is their first year 8 lesson with you in September
In your groups, go through the data you have been given and decide what issues may arise from teaching this class.
This will not be completed fully, as you would do this after a few lessons with the group, however, there may be some initial strategies that you would like to include for the class.
There is an exemplar triangle of inclusion for you to reference. (BUT ONLY IF ARE STUCK) - You can ask me for this sheet. (Not everyone will need to look at the sheet).
Further information from the 'form tutor'
"Pupil S is quite 'lethargic' and needs constant prompting to stay motivated.
"Pupils M and C1 are very chatty and should not work together."
"Pupil D is a conscientious hard working student, but does not work well in groups"
"Pupil B has very low attendance and lacks focus in individual work."
In groups plan a lesson for the following learning aim:
"To have an understanding of how to juggle more than one object at a time."
Use your lesson triangle and notes about the class to start putting together the outline of your lesson.
Don't forget to refer to the OFSTED 'key indicators' to make sure you have factored in all aspects of a secure lesson.
What are the main questions you need to ask yourselves before you begin?
In pairs, how many different differentiation strategies can you name?
You have 3 minutes
It is a competition
There is a differentiation support sheet available to you but only after the first 10 minutes of working on your plan.
The differentiation support sheet must be a 'last resort'.
Plan the main body the lesson, we will discuss "learning objectives" later in the session
(Use the sheet provided)
You should have an overall 'AIM' of the lesson - e.g "To understand the relationship between structure and tonality in classical sonata form"
You should have differentiated objectives which include 'active verbs' to show the desired outcomes of the lesson for ALL ABILITIES.
Your "active verbs" will most likely come under the categories "knowledge", "skills", "Attitudes".
E.g "Analyse"
How many "active verbs" can you think of under the categories:
"Knowledge", "Skills" and "Attitudes"
Work on your own for the first minute and then move to pairs if you need to.
Write your own differentiated lesson objectives for your juggling lesson.
Use: "ALL", "MOST" & "FEW" to identify the three levels of differentiation in the lesson objectives.
Aim: To be able to understand how to juggle more than one object at a time.
ALL: To be able to master juggling at least two separate objects from one hand to the other.
MOST: To be able to effectively practice and solve juggling issues by evaluating their own and other's work.
FEW: To be able to model and demonstrate skills to assess own and other's progress.
What active verbs have I used?
Vocabulary: Self explanatory. Those who have not been exposed to vocabulary-rich language or a wide variety of reading material (or EAL) unlikely to have a developed vocab score.
Maths: This has been designed with the emphasis on speed and fluency, rather than knowledge of maths. Good predictor of later academic performance.
Non-verbal: Measures the pupil's ability in 3-D visualisation, spatial aptitude, pattern recognition and logical thinking.
Skills: Proof reading section - pupils are asked to spot mistakes in the spelling, punctuation and grammar of a passage of text.
Perceptual Speed and Accuracy: pupils look for matches between a sequence of symbols on the left and a number of possible choices on the right.
You have 15 minutes
Michael Gove has reviewed the NC and decided that all students are required:
A score of 70 or below identifies students in the bottom 2.5 percent nationally.
Swap your lesson plan with another group and asses their differentiation and objectives.
What feedback can you give them to improve?
What aspect of the lesson plan do you think is particularly successful?
I would like you to work in different groups than yesterday.
You have 20 minutes to complete this task.
There are some prompt sheets to help you, have a look through and see what might be useful to you.
Starter activity: In your pairs/ 3's try and put together the story of the footprints.
Use the A2 sheets in your groups
Group feedback....
Each group is going to pin up their plans and the other group will ask the questions from the prompt sheet.
Observing learning over time
When OFSTED scrutiny pupils' work, particular attention is given to:
How well and frequently marking, assessment and testing are used to help teachers improve pupils' learning.
The level of challenge provided
Pupils' effort and success in completing their work and the progress they make over a period of time
Why has OFSTED introduced this element to the observation framework?
How will this affect your marking?
How will this affect your lessons?
What are the implications of OFSTED looking for 'progress over time'?
In pairs: discuss ... (and write down thoughts....)
Astley Cooper marking policy
for some guidance.
Marking needs to tell a story of progress. (Cannot be done in 'one big mark' before OFSTED)

Marking should always tell a student what they need to do to improve. (Student friendly language)

There should always be a 'student response to marked work (build this into your lessons)

Give criteria for how student's should respond ....othewise...

Correct spelling and grammar on all work.

It is almost worse to have a student target table stuck in the book (but completely blank)

We will now watch some students views on marking...
We will now complete a feedback task..... (booklets)
Watch the following video of student feedback. Write any notes in your booklet.
How many AfL strategies can you name in 2 minutes?
You can decide how you want to work...groups, pairs, individually...
You have 2 minutes!!!!
Why have rules?
It's an emotional experience having another colleague marking our efforts...
It is the same for students!
We have to make marking purposeful, otherwise it is a pointless exercise.
Progress over time.
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