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Quality First Teaching In Any Subject From Good to Outstanding

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Presentation on theme: "Quality First Teaching In Any Subject From Good to Outstanding"— Presentation transcript:

1 Quality First Teaching In Any Subject From Good to Outstanding

2 There 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?

3 All groups of pupils All 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 lesson It is all about the outcomes for pupils and not about the teacher’s performance.

4 Do you remember me?

5 Vygotsky - Scaffolding

6 Modelling This 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?

7 What does modelling look like...
In calculation? In marking? In success criteria? On working walls?

8 Teaching 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.

9 All 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 plenary Who needs to do what? Who needs to listen? What should adults be doing ? Differentiation

10 Time to have a go - Maths How would you model the following calculation? 86 – 47 = You could use a number line, partitioning, a column method or an alternative Or if you are quick each one What order would you put each method in?

11 Assessment 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.

12 Modelling in Marking What 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.

13 Questioning Effective 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.

14 Where 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.

15 Positive Atmosphere all children get a chance to answer
children  can see how others are thinking teachers gain information about thinking and learning children  have time to consider their answers children  have time to discuss and follow up on their answers the answers are not always clear-cut children  feel safe to answer questions stimulate more questions questions stimulate thinking

16 What could you ask about?

17 Do’s and Don’ts or Dos and don’ts
Model approaches to children Target questions to different abilities Differentiate Have high pace Have high quality resources prepared and available Choose content that stimulates interest and provides a context Use talk Don’t: Talk too much Expect one size to fit all Fail to respond to pupils interests

18 Teaching Strategies Teachers 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.

19 Be inspirational or at least pretend
Variety VAK Change of Scene Do the unexpected Motivate Set challenges Model expectations

20 Pupil Engagement Teachers 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.

21 Engagement 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

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