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Developing outstanding learning and

establishing effective, developmental feedback

Developmental Feedback

In groups of three:

1. Teacher

2. Observer giving feedback

3. Observing the feedback

You have 10 minutes to give the feedback to the teacher on the lesson.

Outstanding Schools

Developmental feedback

Let's watch the feedback given to the teacher...

  • How is the feedback structured?
  • What tools does the observer use to give feedback?
  • How does the observer give is judgement - when?/how?

Our success criteria this session:

Developmental Feedback - Don't do!

Developmental Feedback - Must do!

  • A judgement can hinder the developmental feedback, chose carefully when to give it
  • Feedback is a journey to the judgement
  • Establish a dialogue
  • Open with questions - you can hint at your judgement here and allow the observee to reach their own judgement
  • Be specific with evidence - discuss particular aspects of the lesson and impact the teaching had on learning
  • Be developmental - what specific aspects can the teacher do to develop
  • Establish typicality
  • Focus on 1 target
  • Build confidence, even if it is bad news - your job is now to help the teacher move forward
  • Don't be too long - 5-10 minutes max, anything else will lose your message
  • Labour and dwell - suspense is not a good thing!
  • It is not a monologue! - this can sometimes be hard with a 3/4 judgement, particularly if you have already given away your thoughts!
  • Don't give 'bridge' judgements - if it isn't good, so say
  • Don't dwell on successes, then reach a judgement of 3/4
  • Don't give a middle judgement 'Good, with outstanding features' - it is either one or the other
  • Don't give feedback when it is likely to be interrupted - it is confidential
  • Evidence impact - it is irrelevant if you 'liked' something in a lesson, what impact it did it have on learning

Developmental Feedback

  • Feedback can help or hinder the developmental process
  • What are the 'do-s' and 'don't-s' of giving feedback?
  • We will be able to understand and explain the current framework for outstanding teaching
  • We will be able to make a fair judgement on a lesson, giving specific examples of the impact of the teacher on learning
  • We will be able to explore and evaluate giving feedback to a teacher following a lesson

Judging a lesson

How would you judge this lesson?

  • Use the form evidence form
  • Do not write a commentary of the lesson here
  • This will be used as evidence
  • Comments should be evaluative

Ask yourself these questions:

- what does the teacher do which has a positive or negative impact on learning within the classroom?

- what are the pupils doing and how are they making progress?

- As an aside, watch the observer - what is he doing in order to gather evidence and make a decision on the quality of learning taking place?

Prepare to give feedback to the teacher:

  • What grade would you give her considering progress-over-time and within the lesson
  • Write evaluative comments on how the teacher has had impact on learning
  • Be specific with examples within the lesson
  • What could the teacher do to develop further?

Evidence of learning within the classroom - all learners making progress

  • Progress within a lesson is also important - even if progress over time is secured in marking dialogue, a 'Good' judgment can't be given if it is not observed
  • Training teachers to be observed frequently
  • Ofsted are not in the business of 'rubber-stamping teaching' - they leave that to schools
  • Ofsted will not give judgments (or feedback) on teaching but will comment on learning
  • The observations are to confirm or doubt whole-school judgments on teaching
  • Quality assurance vs. developmental? - does CPD have impact?

Evidence of Learning

or Digging for 'OIL'

  • Progress is the key to any judgment on learning
  • Outcomes matter
  • Progress-over-time is established through evidence of Outcomes, Improvement and Leadership (of learning within the classroom)
  • The role of data - it is the key and should be given at every observation
  • Feed the inspector with progress-over-time
  • If there is diagnositc marking - make sure they see it. Re-drafting also helps (colour?)
  • The importance of seating-plans which reflect differentiation and progress

What is outstanding learning?

How does Mike Cladingbowl summarise the recent amendments to Ofsted inspections (Jan 2014), in terms of the reasons why inspectors visit classrooms?

Teaching vs Learning

Use your two Post it notes to write a definition of 'teaching' and 'learning'

Teaching

Learning

Progress-over-time

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