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Highly effective questioning.

Key phrases from Ofsted Teaching, learning & assessment section. Curious and interested learners. Develop, consolidate and deepen knowledge, understanding and skills. Highly effective questioning. Common misconceptions are corrected. Understanding of the ways pupils think.

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Highly effective questioning.

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  1. Key phrases from Ofsted Teaching, learning & assessment section Curious and interested learners. Develop, consolidate and deepen knowledge, understanding and skills. Highly effective questioning. • Common misconceptions are corrected. Understanding of the ways pupils think Timely support. Challenged sufficiently Eagerness to know how to improve. Lesson resources well coordinated. • Resilient to failure Love the challenge of learning . Useful feedback. Not always ‘getting it right’ Grapple appropriately with content. Recognition of diversity. Work is demanding enough. TA’s and teachers discuss planning. Level of challenge. Adequate time for practice.

  2. Getting the most out of our learners. Stretching them with high level content, theory, practical activities that creates deeper learning. Challenging yourself and others helps generate thinking and healthy competition. Taking learners out of their comfort zone and setting activities that are demanding and require them to figure it out assists in challenge. Finding things hard is important and getting things wrong helps foster resilience. “It doesn’t help a child to tackle a difficult task if they succeed constantly on an easy one” Carol Dweck

  3. CHOICE - students are able to decide which learning activity or how to present their work. • DIFFERENT STARTING POINTS – students begin at different points dependent on the stage of their learning.Never bribe students with easiness. • LESS IS MORE – students must work it out for themselves rather than relying on ‘spoonfeeding’. Discourage lazy learners by asking them to explain it to you. Avoid intervening too soon. Give them time to work it out. • PITCH– start at the top and scaffold down. Use unabridged texts. Focus on evaluation and analysis questions. How do you predict…. What might be the impact of…. Why do we…? • VERBAL RESILIENCE – Don’t allow one word answers. Ask students to expand or compare. Allow them opportunity to consult before answering. Increase WAIT TIME and probe: Might, could, perhaps, if, possibly, arguably

  4. 1. 2. 34. 5. Learning not doing Planning not delivery

  5. Audit of Stretch and Challenge in lessons and by Department

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