Activation

1. Activation • http://www.skoolio.co.uk/

2. Your Time Answer: Your time is up

3. Shop ShopShopShop U Answer: Shop untill you drop

4. 1.Lady 2.Lady 3.Lady Answer: 1st lady

5. S t r e e t Look Look YOU Answer: Look both ways before you cross the street

6. Mary + Mary = Answer: Summary

7. 04 March 2012 How to demonstrate Progress Objectives Understand what progress is and how you can show it’s happening in your lesson and review a Head of Faculty’s experience of trying to raise teaching standards.

8. Outcomes • ALL WILL • Be able to state what progress is and describe how to link learning to the Big Picture. • MOST SHOULD • Be able to describethe accelerated learning cycle and applyit to their own lessons. • SOME COULD • Be able to explainwhat Ofsted are looking for in an outstanding lesson and createtheir own plenary that will be used to evidence progress in lessons and evaluate whether what we have said today has been useful to them or not!

9. A note on objectives and outcomes: • Objectives are an overview of what is to be learnt, they give the reason for the lesson. • So when the kid says: “what’s the point of this sir?” you have an answer… • (the objective could be content based or skill based – or both) • Outcomes are what learners will achieve/be able to do by the end of the lesson and are linked to the objective. • These should be differentiated. (All, Most, Some) – (Outcomes are incredibly important when we are being observed as they are what we can measure individual student’s progress against.) • (Bloomify your outcomes – check out Anderson’s revised taxonomy)

10. Why are we doing this?(the big picture) • “I used to see Ofsted criteria as hoops to jump through in order to show off to my observer. With the new framework I see them as something to aim for in my lessons because in doing so the kids I teach will have a better deal.” Bob Baker March 2012

11. Big Picture in lessons • Relate the lesson to previous learning and future learning and put t into context. • What skills and knowledge/understanding is being developed today and how does this link into past and future learning? • Timeline is useful here or a table to organise the information for visual learners.

12. Timeline display and book checklist

13. Preparing for observation • Use AfL • Can’t be outstanding unless the groundwork is there. • Make sure books are marked in line with the school and department policy. Comments (and student reply) • Make sure technicians/support staff/TAs knows that you are being observed! • Build good working relationships with students • Get used to not talking so much! 70-80% of time students should be engaged actively in outstanding lessons… • Although no prescribed format for outstanding: Get the students into habits/routines. (There should be a relentless focus on teaching and learning in a department, sharing good practice and trying to create these habits)

14. ProgressThe importance of plenaries • Review learning • This is the reason outcomes are so important • For the student it’s a review of what’s going well and how they can improve (www/ebi – AfL!) • and for the teacher and should advise planning for next lesson. • What can the student now do that they couldn’t before the lesson (or series of lessons) and have they done well (measured against other students with similar targets). For Outstanding Most students should be making excellent progress and all are making at least good progress (working towards or above their target grade ideally.)

15. Put these words in order • Task • Activate • Plenary • Demonstrate • Introduction

16. Accelerated learning cycle • Activate – brainwarmer/Starter • Punchy, quick, engaging, fun (links to lesson (OR NOT – develops thinking skills etc!!) • Introduction – teacher introduces main teaching points and explains the Big Picture • Students given opportunity to be active in gathering/manipulating information • Task – students develop their understanding of main teaching points with a task • Demonstrate – students demonstrate what they know and are given time to review and revise their work (self and peer assessment) • Plenary – review of learning outcomes that demonstatesprogress (advises what your activation/starter may be next lesson - and the cycle continues.)

17. Reviewing Learning • Build in Self and Peer assessment • Students can mark each others work based on criteria (these are best when linked directly to outcomes) • Although comment and evaluation of work is the most important thing here, self/peer grading can be done here too. • RAG outcomes/traffic light 3 boxes for books/thumbometer

18. Tell me two things...(for each) • that you have done well this session (www) • that you could do better next time (ebi) • that you know now that you didn’t know at the start • that you would like to know more about 2

19. Reviewing how they’ve learnt: Which Pic? Which picture matches your learning today? Explain why? (pictures = new ideas, problem solving, discussion, experimenting, team/group work, creativity (PLTS))

20. PLTS • Pick one of the skills and explain how you have used it today… • Pick one of the skills and explain how you have improved it today… • 3) Pick one of the skills and explain how you will aim to use it or improve it next time… Independent Enquirer Creative Thinker Team Worker Self Manager Reflective Learner Effective Participator

21. VAK Visual, auditory, kinesthetic. What have you learnt with your eyes this lesson? What have you learnt with your ears? What have you learnt with your body?

22. Plenary Ideas (that require no preparation!!) • Snowball – (think pair share) • Verbal tennis - use all the words you know on a certain topic - first you, then your partner - back and forth • Hotseat (in the spotlight) • Ask the teacher/expert • Just a minute (no hesitation, deviation or repitition – 1 minute – GO!) • The “split the class into two halves and ask them questions game” • High 5 • Show me the answer (mini whiteboards – true/false ) • Pictionary (use mini whiteboards) • Hangman • Recipe Time – students write a recipe of what they learnt in the lesson (or how they have learnt the outcomes) • Story time – rewrite todays lesson as a story (this is easily differentiated and a great literacy task) / Tweet the lesson (140 words) / text / 5 5 1 – 5 lines, 5 words, 1 word / mini white board limit. • Mind Map/Flow chart/Poster – draw a mind map / flow chart / Poster of key points from today’s lesson • Different shoes – if Michael Gove had run the session today – how may it be different? / How would he have summed up the lesson • Controversial debate – make a controversial statement to spark discussion. “So why don’t we just not bother with sustainable development? What would happen then?” • How much can you remember? One person gives an answer, the second gives that one and another, the third gives the first two and another . . . .

23. Plenary Ideas (That require a bit of preparation!!) • Wordsplat

24. Wordsplat

25. Plenary Ideas (That require a bit of preparation!!) • Wordsplat • Bingo (same kind of thing as wordsplat but each student has one printed out) • Question loop/Dominoes

26. Question Loop/dominoes

27. Plenary Ideas (That require a bit of preparation!!) • Wordsplat • Bingo (same kind of thing as wordsplat but each student has one printed out) • Question loop/Dominoes • Outcomes Quiz (quiz differentiated by outcome – could use mini whiteboards for this)

28. OUTCOMES Quiz • As current flows through a resistor what happens to its temperature? • Sketch a current voltage graph for a filament bulb. • Explain the shape of the graph you have sketched.

29. Plenary Ideas (That require a bit of preparation!!) • Wordsplat • Bingo (same kind of thing as wordsplat but each student has one printed out) • Question loop/Dominoes • Outcomes Quiz (quiz differentiated by outcome – could use mini whiteboards for this) • Stand up – sit down

30. Stand up. DO NOT SAY ANYTHING (think the answers in your head…) Sit down when you can’t do the following: (I WILL CHECK AT THE END!!) Name the 3 types of radioactivity State 3 sources of Background radiation and state what the term means Describe what an Isotope is Describe what type of radioactivity is stopped by paper; aluminium foil; and lead. Explain why different types of radioactivity are stopped by paper; aluminium foil; and lead. Find the half life of the graph In seconds!! JOKE!! Explain why the Activity doesn’t go lower than 6 counts per second on the graph WELL DONE!!

31. Plenary Ideas (That require a bit of preparation!!) • Wordsplat • Bingo (same kind of thing as wordsplat but each student has one printed out) • Question loop/Dominoes • Outcomes Quiz (quiz differentiated by outcome – could use mini whiteboards for this) • Stand up – sit down • Quiz show host: Blockbusters (no prep needed here: http://www.teachers-direct.co.uk/resources/quiz-busters/subjects/ks2.aspx; • Millionaire and other templates here: http://jc-schools.net/tutorials/ppt-games/)

32. Plenaries – Bit more Time (maybe revision of a whole topic) • Verbal Football

33. Verbal Football

34. How to Play • There are two teams. Each team has a captain. • You have time to train in your teams before the match begins by using the revision topic given by your teacher. • The match starts by a question given by the referee to the team if you answer it correctly you retain possession and get a second question. • If you answer three questions correctly in a row you get a goal. • The team with the most goals wins.

35. Aims of the game • To test knowledge and understanding of a topic.

36. Rules • A coin is tossed at the beginning of the match to see which team goes first. • Your team has 5 seconds to answer the question. • Anyone in the team can answer but once a question is answered then the same person can not answer again. • If a player answers incorrectly then it is considered a tackle and possession moves to the other team. If the other team answers incorrectly as well then you loose ball and we have another questions with the first team who got the answer wrong. • If they do answer it correctly they have possession of the ball. • Fouls are committed for shouting out answers when its not your teams turn or someone in your team has already answered. 3 fouls from the same player is a yellow card which can lead to a red card. • Arguing with the referee could lead to a yellow or red card.

37. Captains Job • Captain gets to choose who goes first if they win the coin toss. • To set tasks out to the team in order to make sure the players are trained properly • Monitor who has and has not answered the questions • Keep a record of the goal scores

38. Teams • The class is split into 2. • Each side of the room needs a captain • Each team needs a name e.g. Plymstock United, Plymstock City

39. Training for the match • Each team needs to decide how and what they will research or revise on. • The captains need to decide or work with the players as to who shall do what.

40. Let the Match Begin!

41. Recommended Websites • Find this powerpoint @ www.science-spark.co.uk/teachers • TES (Obviously) • Guardian education • www.skoolio.com

42. Recommended Books • Easy reads that have lots of practical hints: • The Teacher’s Toolkit (Paul Ginnis) • The Perfect Ofsted Lesson (Jacki Beer) • If you’re really interested in the theory: • A Taxonomy for Learning, Teaching and Assessing (Anderson et al)