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What makes an Outstanding Lesson? 2009 UPDATE

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David Drake
David Drake

Updated presentation on teaching 'Outstanding' lessons based on the new Ofsted inspection framework from September 2009

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What makes an outstanding lesson? 2009 UPDATE Based on Ofsted’s new evaluation schedule of judgements for schools inspected under section 5 from September 2009 D Drake Humanities AST Wiltshire http://humanitiesastwiltshire.blogspot.com
The quality of teaching judgements take into account the extent to which: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Text taken from Ofsted evaluation schedule – Section 5, from September 2009
[object Object],[object Object],[object Object],[object Object],Text taken from Ofsted evaluation schedule – Section 5, from September 2009
What is a ‘Good’ lesson? (2) ,[object Object],[object Object],[object Object],[object Object],Text taken from Ofsted evaluation schedule – Section 5, from September 2009
What is an ‘Outstanding’ lesson? (1) ,[object Object],[object Object],[object Object],[object Object],[object Object],Text taken from Ofsted evaluation schedule – Section 5, from September 2009
So how do you teach ‘outstanding’ lessons? Paul Adams, 2003 Effective learning arises from open-ended, challenging problem-solving exercises. Effective learning stems from efficient transfers of information. Learning is an active process. Learning consists of stimulus –response relationship, and is passive in nature. Students construct their own learning questions. Teacher generated questions are used to elicit understanding. Learning processes are student-centred and involve group and individual activities. Learning is teacher-centred, didactic, with carefully-guided activities to support learning. Teacher as organiser, and but one source of information. Teacher as all-knowing oracle. Constructivist (lesson ceiling: ‘outstanding’) Objectivist (lesson ceiling: ’good’)
Choose appropriate teaching and learning styles: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Features of ‘outstanding’ lessons: Clear objectives Behaviour for Learning Opportunities for review Questioning for depth not content Pace Modelling Co-operative learning Appropriate seating arrangements Assessment for Learning Differentiation Features
Promoting learning through effective teaching. Ask yourself… ,[object Object],[object Object],[object Object],[object Object],[object Object]
At the start of lesson do you… ,[object Object],[object Object],[object Object]
During the lesson do you… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
Do you check… ,[object Object],[object Object],[object Object],[object Object],[object Object]
At the end of the lesson do you… ,[object Object],[object Object],[object Object],[object Object],[object Object]
Outstanding lesson - Is your plan showing progression? Date: Period: Class: Room: Subject: Teacher: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Outstanding lesson - Is your plan showing progression? Date: Period: Class: Room: Subject: Teacher: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Plenary : Would a learning diary work? How will checking learning affect what happens next lesson? Has everyone met the objectives?
Outstanding lesson - Is your plan showing progression? Date: Period: Class: Room: Subject: Teacher: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Differentiation: Is there a variety of activities on offer so that students can pick a way forward which suits them but will meet the objectives? How will you deal with practicalities of student who needs support. Homework : Do students know the reason for this task? Have you provided written instructions? Is the deadline manageable and clear? Notes : Could you consider room layout? Plenary : Would a learning diary work? How will checking learning affect what happens next lesson? Has everyone met the objectives?
‘ Outstanding’ lessons ,[object Object],[object Object]

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What makes an Outstanding Lesson? 2009 UPDATE

  • 1. What makes an outstanding lesson? 2009 UPDATE Based on Ofsted’s new evaluation schedule of judgements for schools inspected under section 5 from September 2009 D Drake Humanities AST Wiltshire http://humanitiesastwiltshire.blogspot.com
  • 2.
  • 3.
  • 4.
  • 5.
  • 6. So how do you teach ‘outstanding’ lessons? Paul Adams, 2003 Effective learning arises from open-ended, challenging problem-solving exercises. Effective learning stems from efficient transfers of information. Learning is an active process. Learning consists of stimulus –response relationship, and is passive in nature. Students construct their own learning questions. Teacher generated questions are used to elicit understanding. Learning processes are student-centred and involve group and individual activities. Learning is teacher-centred, didactic, with carefully-guided activities to support learning. Teacher as organiser, and but one source of information. Teacher as all-knowing oracle. Constructivist (lesson ceiling: ‘outstanding’) Objectivist (lesson ceiling: ’good’)
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  • 8. Features of ‘outstanding’ lessons: Clear objectives Behaviour for Learning Opportunities for review Questioning for depth not content Pace Modelling Co-operative learning Appropriate seating arrangements Assessment for Learning Differentiation Features
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