Presentation on theme: "Quality First Teaching In Any Subject From Good to Outstanding"— Presentation transcript:
1Quality First Teaching In Any Subject From Good to Outstanding
2There is not a checklist to make this happen but There is not a checklist to make this happen but What does good modelling look like?
3All groups of pupilsAll groups of pupils in all parts of the lessons are engaged motivated and making progress.Teachers (and other adults) constantly evaluate and adapt learning to meet pupil needs.Pace is high in all parts of the lessonIt is all about the outcomes for pupils and not about the teacher’s performance.
6ModellingThis is simply the process of giving or demonstrating an approach that the children can use when they are working so that they are successful. What does this look like in the classroom? When do you use modelling?
7What does modelling look like... In calculation?In marking?In success criteria?On working walls?
8Teaching that leads to progress Almost all pupils, including disabled pupils, those who have special educational needs and those for whom the pupil premium provides support, are making rapid and sustained progress.Most pupils and groups of pupils, including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support make good progress.
9All groups of pupils in all parts of a lessons All groups of pupils in all parts of a lessons. When should modelling be used?The introduction and the plenaryWho needs to do what?Who needs to listen?What should adults be doing ?Differentiation
10Time to have a go - MathsHow would you model the following calculation?86 – 47 =You could use a number line, partitioning, a column method or an alternativeOr if you are quick each oneWhat order would you put each method in?
11Assessment and Feedback Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.Consistently high quality marking and constructive feedback from teachers ensures that pupils make rapid gains.Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations.Teachers assess pupils’ learning and progress regularly and accurately. They ensure that pupils know how well they have done and what they need to do to improve.
12Modelling in MarkingWhat would this look like in maths? Mark this: 23 – 19 = 16 You can decide how the error has been made and the method used by the child.
13QuestioningEffective questions stimulate thinking, and often generate more questions to clarify understanding.Effective questions generate informative responses often revealing not only misconceptions and misunderstanding, but understanding and experience beyond that expected.Effective questions encourage learners to make links.Effective questions push learners to the limit of their understanding.Effective questions from pupils push teachers to the limits of their understanding too, and challenge them to find better ways of explaining.Effective questions offer opportunities for learners to hear others’ answers to questions, it helps them to reflect on their own understanding.
14Where questions are less effective: questioning techniques are inappropriate for the material.there may be an unconscious gender bias.there may be an unconscious bias towards most able or more demanding students.levels of questions might be targeted to different abilities inappropriately.students don’t have enough thinking time.learners don’t have any idea as to whether they are the only ones to get it wrong/right.learners fear being seen by their peers to be wrong.questions are too difficult.questions are too easy.
15Positive Atmosphere all children get a chance to answer children can see how others are thinkingteachers gain information about thinking and learningchildren have time to consider their answerschildren have time to discuss and follow up on their answersthe answers are not always clear-cutchildren feel safe to answerquestions stimulate more questionsquestions stimulate thinking
17Do’s and Don’ts or Dos and don’ts Model approaches to childrenTarget questions to different abilitiesDifferentiateHave high paceHave high quality resources prepared and availableChoose content that stimulates interest and provides a contextUse talkDon’t:Talk too muchExpect one size to fit allFail to respond to pupils interests
18Teaching StrategiesTeachers use well-judged and often inspirational teaching strategies, together with sharply focused and timely support and intervention, match individual needs accurately.Effective teaching strategies, including appropriately targeted support and intervention are matched well to most pupils’ individual needs, including those most and least able.
19Be inspirational or at least pretend VarietyVAKChange of SceneDo the unexpectedMotivateSet challengesModel expectations
20Pupil EngagementTeachers and other adults generate high levels of engagement and commitment to learning across the whole school.Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged.
21Engagement This is judged by watching the pupils Children become increasingly independent and self motivated. For example using models to complete there own work.The environment supports independence. Are models displayed?Children are persistent and challenge themselves. Do they access support independently?Children are not reliant on adults