Plan for Outstanding

Plan for an Outstanding Lesson

`When inspectors observe teaching they observe students learning.’

Plan for Outstanding

Know what outstanding means.

·         All students made rapid and sustained progress.

·         Teachers have high expectations of all students.

·         Teachers consistently check understanding

·         Teachers engage and motivate students.

To achieve outstanding

·         Develop independent resilient learners.

·         Use LSA effectively.

·         Assessment is an integral part.

·         Challenge the most able.

·         Use technology to make an impact on learning.

·         Effective collaboration.

·         Effective classroom management.

·         Share criteria co-success.

In Advance

·         Tell the students – they will be on your side.

·         Make the classroom safe, tidy and ordered.

·         Ensure resources are ready.

·         Have a detailed lesson plan + seating plan showing current attainment, targets and identifying students groups for example FSM, SEN, pupil premium.

·         If a LSA will be present share the plan.

·         Share your lesson plan, talk it through with a colleague.

The Lesson

Start:

·         Prepare the room, ensure students have all the equipment they need on desks.

·         Connect the learning – have a starter ready for them straight away. 

·         The starter that primes them for learning.

Teach for Progress

·         Share learning outcomes linked to attainment/grade.

·         Use words linked to thinking skills to define lower level and higher level.

·         High expectations of all students.

Present New Information.

·         Use range of activities.

·         Ensure there is pace and variety.

Construct, Understand, Demonstrate

·         Challenging activities.

·         Collaboration students work together independent of teacher.

·         Engagement – students on task.

Review (Plenary)

·         Ensure that the review links to learning outcomes and demonstrates/measures students’ progress in lesson.

·         Cut short other activities if necessary – demonstrate progress.

·         Refer to attainment levels regularly build into language of lesson.

·         Promote literacy + numeracy skills.

·         Use mini-plenaries to establish learning and when to intervene.

·         PLAN THE QUESTIONS.

-          High order questions

-          Open ended questions

-          Classroom management of questions

Outstanding schools have an `Consistency of approach’ which is shared by all staff.

The students

Students will be asked current attainment and target level.

Questions the students will be asked

·         Can you read it to me?

·         I don’t understand can you explain it to me?

·         Is it always like this?

·         Do you enjoy the lesson?

·         How have you found the work this lesson?

·         What have you learnt today?

·         Do you get opportunities to act on the feedback from the teacher in your book?

By Gill Lamb