OUTCOMES & PLENARIES

OUTCOMES – WHY BOTHER? Individually reflect and record your thoughts on outcomes, using the following questions as prompts: Who are outcomes for? What are outcomes for? What makes a good outcome? How can they be communicated or recorded?

OUTCOMES & LESSON GRADING In groups, read the pack of lesson grade descriptors that relate to outcomes. Discuss & decide if the use of outcomes that is described is a feature of an Outstanding, Good, Requires Improvement or Inadequate lesson.

OUTCOMES – BIG PICTURE The best Lesson Outcomes are: WELL STRUCTURED and ARE USED THROUGHOUT THE LESSON TO FOCUS LEARNING No one set way of writing outcomes – they can be skills based (where appropriate), differentiated to allow high challenge, student created or owned (where appropriate), linked to functional skills (oracy, numeracy, literacy), build in complexity using Bloom’s taxonomy – but they don’t have to do ALL of this!!!

OUTCOMES – PRACTICAL ISSUE Outcomes should not just be shared with students, but need to be permanently on display throughout a lesson. Best practice is when students have their own record of the outcomes If you want to check your outcomes send them to Sally Shaw. If you want to reflect on how to set outcomes – book a coaching session.

PLENARIES Reflect and record a good example and a poor example of a plenary that you have done or seen. Share in your groups. Record features of a good plenary.

PLENARIES – BIG PICTURE The best Plenaries are ones that: ENGAGE ALL STUDENTS IN EFFECTIVELY REVIEWING THEIR LEARNING FROM THE LESSON AND SET THE SCENE FOR FUTURE LEARNING

PLENARIES – BIG PICTURE No one set way of conducting plenaries but should be student focused, not teacher dominated. Students should be given time to reflect. Plenaries CAN involve students sharing ideas with other, homework setting, target setting, confidence ratings, creating revision notes, reviewing progress. Best when plenary build to some sort of individual record of learning. You don’t have to ask one simple quick question to all students – does this really check learning and lead to reflection? You could invite more detailed feedback from one student per session and bounce their response around.

PLENARIES – PRACTICAL ISSUE Plenaries need to be given an appropriate period of time, not rushed in the last two minutes It’s fine to miss out an outcome on your learning plan to devote time to students reviewing what they have just covered

WHAT NEXT? As a group, on reverse of big paper write down what you think the most important point about outcomes is. Do the same for plenaries. Individually, set yourself a task or target to do with outcomes or plenaries. Are there any ideas that you’ve discussed in your group that you’d like to try and feedback on in two weeks time?