What Makes a Classroom Tick? Tina Warden Education Consultant 17 September 2014

05/02/2016copyright TIME? Think of words/phrases that relate to time… You have 2 minutes! GO!

Changing Times Discuss with the person next to you the theory underpinning time differences around the world… 05/02/2016copyright

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Teachers’ Standards How do these translate into classroom practice? 05/02/2016copyright

Teachers’ Standards Developing Embedding Enhancing….. Excelling as a teacher….

Set high expectations which inspire, motivate and challenge Promote good progress and outcomes by pupils Demonstrate good subject and curriculum knowledge Plan and teach well structured lessons Adapt teaching to respond to the strengths and needs of all pupil Make accurate and productive use of assessment Mange behaviour effectively to ensure a good and safe learning environment Fulfil wider professional responsibilities 05/02/2016copyright

Can you demonstrate your X Factor?

What style of teacher are you? Planner or spontaneous? Creative or organised? Expert or interactive? Firm or friendly? Cautious or outgoing? 05/02/2016copyright

The mediocre teacher tells The good teacher explains The superior teacher demonstrates The great teacher inspires William Arthur Ward

Which teacher made the most difference to your performance at school? 05/02/2016copyright

The Learning Environment What are the essential components that create an effective classroom? 05/02/2016copyright

Supporting Learning and Development 05/02/2016copyright

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What constitutes good learning? What does it look like? How would I know that progress is being achieved? What are the essential ingredients of outstanding lessons? 05/02/2016copyright

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Personal Inventory Consider your repertoire… Checklists for: Classroom management Pupil learning Effective teaching Overall effectiveness 05/02/2016copyright

Where are you on your journey? Do you know your strengths? Do you recognise your areas for development? What are you doing to improve your practice? 05/02/2016copyright

Think about learning and teaching as building a wall Continue the analogy- describe who might carry out the various roles... What materials would be used and what would these represent? 05/02/2016copyright

Learning as a journey... Plot a way through lessons Explorers need guides as well as maps Can children chart the ‘story’ of the lesson? 05/02/2016copyright

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Stickability... What is the fundamental aspect of the lesson, you need children to learn? What key skill, knowledge or understanding, should children grasp? What should children leave your classroom knowing/understanding? What should children return to class knowing/understanding? Why should this ‘stick’ with children? How will you make it stick?

Success is a journey not a destination 05/02/2016copyright

Building success…

Audit Plan Do Review

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Absolute clarity of how knowledge and understanding are vertically integrated in the subject and helping children to work at a conceptual level. The teacher needs to be thinking here first… Keeping the lesson plan “loose” so that you can respond to the learners as they make their learning visible to you at the beginning, during and end of lessons. The last assessment forms the new starting point for the next lesson.

What is assessment for learning? 05/02/2016copyright

“Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go next and how best to get them there.” Assessment Reform Group /02/2016copyright

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Have the confidence to move away from the plan and respond to the learner, not just follow the activities…

Loosening up? GradingLearning Gains Lesson structure Focuses On Requires improvement loosetightthe activities Goodtight the lesson plan Outstandingtightloosethe learner

Wisdom begins in wonder Socrates

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Getting to outstanding… Dylan Wiliam: “giving up good things to do great things” Outstanding is not simply doing more it’s doing different…

Unleashing Potential