Good Learning & G ood L earning O bjectives Presenter’s Name

1. UNIT ONE Good Learning & Good Learning Objectives Presenter’s Name Presenters Position or Credentials

2. By the end of the session you will… • see how effective planning leads to effective teaching • understand the centrality of learning to the teaching process • understand something about the neurological process of learning • know how to set a detailed and appropriate learning objective • know how you can use key vocabulary to support the learning • have identified some non-negotiables of lesson planning.

3. What Ofsted expects (From School Inspection Handbook (2013) ‘The most important role of teaching is to promote learning and to raise pupils’ achievement. […] Teaching should be understood to include teachers’ planning and implementing of learning activities, including the setting of appropriate homework … as well as marking, assessment and feedback. It encompasses activities within and outside the classroom, such as additional support and intervention.’ Discuss: • What planning are we expected to present regularly? • What planning would inspectors want to see?

4. Lesson planning – the DfEview ‘Lesson planning is one of the issues most frequently cited by teachers as creating workload. Teachers often produce lengthy individual lesson plans, especially when schools are preparing for Ofsted inspections, as there is a common misconception that Ofsted inspectors require detailed written plans for every lesson. This can lead some teachers to spend a minimum of two hours a week just filling in lesson plan templates; time that could be better spent planning meaningful, motivating teaching.’

5. The DfE view… ‘The government wants to bust this myth by making it clear that neither the Department for Education nor Ofsted require written lesson plans for every lesson. Instead, inspectors may want to see where the lesson they observe fits in the sequence of teaching.’

6. At the heart of the educational process lies the child…Discussion: How do you ensure that the child is at the centre of your lesson planning and teaching?

7. Where learning happens Cortex (the thinking brain) – holds memory, experience and learning Midbrain (primitive brain) – processes stimuli, reacts to threats Brain stem (reptilian brain) – controls autonomic function Cerebellum – controls coordination

8. Left and right brain Speech production Language understanding Meaning Left hemisphere: Analysis, detail Frontal lobes: emotion Right hemisphere: Creativity, music, Art Big picture

9. Putting Learningat the Centre

10. Understanding the Loop Learning

11. If the learning is not clear… • the focus becomes the activity • you can then only assess that the doing is done • you cannot clearly assess the quality of the learning • the risk then is that the teaching centres on how to complete the task and not on the learning that lies behind it.

12. You cannot teach understanding • You can teach knowledge. • You can teach skills. • Understanding happens when the pupil demonstrates learned skills or applied knowledge through the task. • That is why the learning and not the task must be at the heart of the lesson.

13. Understanding understanding This is the hippocampus The job of the hippocampus is to replay experiences until they are embedded as learning.

14. A clear, specific learning objective, rooted in the learning • Focus on the learning and not the activity. • Strip back the activity until we get to the learning. • If we’re clear about the learning then we are clear about the assessment.

15. Make notes on and use evidence from across a text to explain events or ideas • Is this a learning objective or a ‘doing objective’? • What does it actually mean? • Would the pupils know what they will be learning? • What is the learning that will take place in the lesson? • What is the expected outcome and how will it be measured?

16. I can explain events from evidence in the text • Is this a learning objective or a ‘doing objective’? • What does it actually mean? • Would the pupils know what they will be learning? • What is the learning that will take place in the lesson? • How will success be measured?

17. How will notes help me explain the events in a text? • Is this a learning objective or a ‘doing objective’? • Would the pupils know what they will be learning? • What is the learning that will take place in the lesson? • How has the focus shifted?

18. Questions are good but don’t overplay a good idea! • We were wondering… • We are learning to… (Careful with this one!) • The question of the day is… • Today’s mission…

19. Sharing the learning objective • When do you share the learning? Always? • Do all pupils have to write it down? Why? • How do you refer to it?The WALT? The WILF? The ‘Can I?’

20. Activity: getting to the learning Choose one of these activity-based objectives and decide how it can be presented so that the learning objective is more precise, accurate and focused on the learning rather than the activity: Year 4 – We are learning to write an autumn poem. Year 8 – Use and interpret maps and scale drawings in the context of mathematics.

21. Key vocabulary – teach it and display it Every lesson has its discrete vocabulary. It’s not a secret … so share it early. Just the key words – those that could be new to some of the pupils. Keep them on display – it helps the spelling and the memory. Use them in the summary.

22. Activity Plan the key vocabulary to support the lesson(s) for which you have just written the learning objective.

23. Activity: The non-negotiables of lesson planning If lesson planning is to be consistent across the school then, irrespective of style, there should be elements that are non-negotiable. In pairs/threes discuss what these might be. Share them with the group. The next slide shows the seven suggested non-negotiables that are covered over the course of this training.

24. The Magnificent Seven • Clear, specific learning objective, rooted in the learning. • Key vocabulary – teach it, display it. • Differentiated learning outcomes. • Differentiated activities. • Key questions – deepen and challenge thinking. • Shared success criteria. • A detailed lesson summary.

25. In the next session What do we mean by differentiation? How do we match the work to the needs of the pupils? Why should we differentiate twice for effective teaching?