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The Stanground Lesson

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by

Richard Smith

on 25 March 2013

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Transcript of The Stanground Lesson

THE STANGROUND LESSON GOOD to OUTSTANDING BEFORE THE LESSON A RELEVANT starter activity- Engagement
Visual? Auditory? Kinaesthetic learning? Edward De Bonos Multiple Intelligences?
Take register
Review Learning from starter activity- Open/ Closed questions? - Blooms?
Set home learning? STARTER ENGAGEMENT Lesson Objectives & Success Criteria Follows on from the starter activity
The hook!
Clearly linked to Learning objective
Time limit- countdown- classtools.net
Literacy, Communication, Mathematics
VAK
Differentiated learning task for all abilities
More able and low ability LEARNING EPISODE 1 REVIEW LEARNING AGAINST LESSON OBJECTIVES & SUCCESS CRITERIA 1 LEARNING EPISODE 2 Ensure the learning task is different in style to the first- VARIETY
Is it differentiated?
Refer and remind students of success criteria
Literacy, Mathematics, communication
Peer teach?- use students to facilitate. Students to lead discussions, read out text/ instructions
Time limit to complete learning task
Higher Order Thinking Skills? REVIEW LEARNING AGAINST LESSON OBJECTIVES & SUCCESS CRITERIA SHOW PROGRESS LEARNING EPISODE 3 CHALLENGE PLENARY STUDENT LED
Learning task to demonstrate progress against Learning Objectives
Review outcomes and success criteria
Assessment for Learning
At the start of the lesson we looked at...... and now we have LEARNT.......
2/ 3 key questions to demonstrate PROGRESS
Set home learning task- extend learning - achievable for all abilities. - Differentiate. Use 5 minute lesson plan or formal lesson plan
Seating plan and student data to demonstrate progress
SEN data?
G&T?
Pupil Premium?
Calm entry into the classroom. Meet and greet and set the tone for the lesson.
Clean, tidy learning environment- books out ready
Starter activity? AFL Marking and feedback Learning objectives not tasks! A summary of what knowledge is to be learnt by the end of the lesson.
Success criteria, All, Most, Some with either keystage levels or GCSE/BTEC/ A level grade indicating challenge and differentiation
Displayed on a powerpoint and referred to throughout the lesson Progress
Assessment for Learning
Challenge
Engagement THE BIG PICTURE Assessment for learning
Blooms questioning
Ensure to ask a range of open ended and closed questions depending on ablility
Praise, encourage, passion, sense of humour
Show learning objective(s) or Success Criteria
Demonstrate PROGRESS
Students to reflect on learning VARIETY Give an opportunity for students to use and practise keywords/ vocabulary. (Demonstrate learning)
Assessment for learning strategies
Peer questioning
Students/ teachers explaining from a real life context. ie ' What is your experience of...?' or 'From my own experience...
Refer to Success criteria- demonstrate PROGRESS over time. Show of hands from students.
Peer assessment- students to discuss each others work- WWW or EBI or even A2L
Reflect on learning THE HOOK Recap progress- tick off success criteria achieved
Different learning task-VARIETY
Timed activity- PACE
Challenge?- Extension activity for more able?
HOTS question for discussion?
Pose, Pause, Pounce, Bounce...PROBE?
Interaction of students - Whiteboard? Students being teachers? Students designing questions? 3 What Went Well to 1 Even Better If (WWW EBI)
A2L-Attitude 2 Learning
Literacy marking code used?
Peer marking
Self marking
Do students know what level they are working at?
Do students know how to improve their level?
Work has been marked consistently over time - feedback twice a half term
What impact has your marking had on students work /progress?
SMART marking REVIEW CONSISTENT & SHOWS PROGRESS Assessment (is) for Learning Planning & Progression:

Learning Journeys
Afl informs future teaching
Identified Self/Peer Ass opportunities
Plan questions
Plan levelled work
Plan Progression of AFs
Extended Learning Tasks
PLTSs
Student Led Activities
Learning Ladders
Flexicam opportunities
Student friendly assessment criteria
Self Evaluation of HOW learning took place
Exemplar work
Assessments – effective? Informative? Challenge status quo? Identify weakness in curriculum/teaching? Marking & Feedback:

Research shows that comment only marking is highly effective.
Common marking key to aid pupil understanding
APP (Assessing Pupils’ Progress)
Clear target(s) for improvement
Pupil dialogue
Target stickers
Comment Bank Stickers
Levelled Stickers
WWW (What went well)
EBI (Even Better If)
P.I.E (+ve, Improve/Encourage)
Subject Specific & Positive
Students create mark scheme Learning Objectives:

All/Most/Some
Levelled
Must/Could/Should
WALT (what we are learning for)
WILF (What I am Looking for)
Pupils identify at a point in lesson
Also used in plenary
Student friendly Teachers :
Inform pupils of LO/AFs
Use different teaching methods to allow for learning styles
Assess pupils through different methods
Make success criteria clear & show how it is achieved
Give clear advice on how to make progress Pupils know:
What they are learning
How they are learning
How they will be assessed
Why they are at ‘x’ level
How to get to next level Pupils who have difficulty with some key words (e.g. photosynthesis) are named key word monitor and have the task that lesson of spending 5 mins checking people have used the word/spelt it right/used it correctly What went well..

Would be better if... What I What I want What I
Know to know learnt What I
know

What I want to learn

What I have learnt Questioning:
Question Box in the room
No Hands Up
Wait Time
Open Vs Closed
Wait & Recap
Pupil to pupil dialogue
Students write Qs
Bouncing – ‘bouncing’ the answer from one student to the other to develop the depth of understanding.
Hinge questions – the questions which must be understood in order to move on in terms of learning
Question Stems Why does…?
What if…?
How would you…?
Could you explain…?
What might…? Strategies:
Thumbs Up/Side/Down
Mini Whiteboards to show answer
Questioning Style
Students as Teachers
Sharing success/flexicam
Complex Learning Journeys
KWL Grids
(Plenary) Triangles
Peer/Self
Post Its
Talk Partners
2* & a Wish
Traffic Lights
Key word monitors Remember these are strategies to SUPPORT Afl, they are not the definition of Afl. Success Criteria PREPARATION Positive Behaviour Management Literacy KEYWORDS... Lesson Objectives Challenge Passion Pace Progress Engagement Differentiation THIS IS JUST A GUIDE! PACE! PACE! PACE! Ask the pupils to suggest what the learning objective is before revealing it. Get pupils to speculate (bid) for verbs that could complete a learning objective- Blooms taxonomy Add an extra learning objective and ask pupils to identify which one has not been covered in the lesson and how they know Connect the current learning with the big picture Where possible skills focused Link objective to assessment criteria in some way. Must, Should, could. All , Most, Some. Levelled objectives Delete the objective word by word during the lesson; challenging pupils to remember it correctly at the end Select 2 or 3 learning objectives for the lesson and ask pupils to decide which they will achieve. Group construction of what the next lesson’s learning objectives should be. Ask students to collaborate to re-write the learning objectives in a more pupil friendly style and compare suggestions. Progress- Lesson Objectives MUST (L3) – identifying and performing (recalling) the actions and dynamic requirements of the Haka
SHOULD (L4) – demonstrating good movement memory with some precision and control
COULD (L5) – performing the Haka with confidence, expression and the correct action and dynamic quality in voice and body
Keywords What makes a quality performance for section 1 of The Haka
(developing your knowledge and understanding) MUST (L3) – identifying and performing (recalling) the actions and dynamic requirements of the Haka
SHOULD (L4) – demonstrating good movement memory with some precision and control
COULD (L5) – performing the Haka with confidence, expression and the correct action and dynamic quality in voice and body What makes a quality performance for section 1 of The Haka (developing your knowledge and understanding)  Starting position 1 2

Bang thighs x4

Ka Mate
Ka Mate
Ka Ora
x2 MUST (L3) – identifying and performing (recalling) the actions and dynamic requirements of the Haka
SHOULD (L4) – demonstrating good movement memory with some precision and control
COULD (L5) – performing the Haka with confidence, expression and the correct action and dynamic quality in voice and body What makes a quality performance for section 1 of The Haka (developing your knowledge and understanding) LOUD, AGGRESSIVE, STRONG, CLEAR, Ka Mate Ka Mate, Ka Ora!
Ka Mate Ka Mate, Ka Ora!

Te’ne’tay tan’gata

Huh Huh You must/should/could show your learning by… MUST – participating in activities with commitment and an open mind
SHOULD – Identifying how the success criteria strategies are applied
COULD – experimenting, applying or consolidating some of the success criteria strategies
KEYWORDS Using success criteria strategies Modelling work Use of Questioning Literacy: Clear Key words linked to criteria and content Engagement: The element of competition Clarity: Success criteria
on each slide MUST – participating in activities with commitment and an open mind
SHOULD – Identifying how the success criteria strategies are applied
COULD – experimenting, applying or consolidating some of the success criteria strategies
KEYWORDS Using success criteria strategies MUST (L3) – identifying and performing (recalling) the actions and dynamic requirements of the Haka
SHOULD (L4) – demonstrating good movement memory with some precision and control
COULD (L5) – performing the Haka with confidence, expression and the correct action and dynamic quality in voice and body What makes a quality performance for section 1 of The Haka (developing your knowledge and understanding)
Throw Right fist - Te’ne’tay
Throw Left fist - tan’gata


Flat Right hand push x2 
Huh Huh What makes a quality performance for section 1 of The Haka (developing your knowledge and understanding) ? MUST (L3) – identifying and performing (recalling) the actions and dynamic requirements of the Haka
SHOULD (L4) – demonstrating good movement memory with some precision and control
COULD (L5) – performing the Haka with confidence, expression and the correct action and dynamic quality in voice and body
Full transcript