UNIT ONE. Good Learning & G ood L earning O bjectives Presenter’s Name Presenters Position or Credentials. By the end of the session you will… see how effective planning leads to effective teaching understand the centrality of learning to the teaching process
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Good Learning &
Good Learning Objectives
Presenters Position or Credentials
What Ofsted expects (From School Inspection Handbook (2013)
‘The most important role of teaching is to promote learning and to raise pupils’ achievement. […] Teaching should be understood to include teachers’ planning and implementing of learning activities, including the setting of appropriate homework … as well as marking, assessment and feedback. It encompasses activities within and outside the classroom, such as additional support and intervention.’
Discuss: • What planning are we expected to present regularly?
• What planning would inspectors want to see?
Lesson planning – the DfEview
‘Lesson planning is one of the issues most frequently cited by teachers as creating workload. Teachers often produce lengthy individual lesson plans, especially when schools are preparing for Ofsted inspections, as there is a common misconception that Ofsted inspectors require detailed written plans for every lesson. This can lead some teachers to spend a minimum of two hours a week just filling in lesson plan templates; time that could be better spent planning meaningful, motivating teaching.’
The DfE view…
‘The government wants to bust this myth by making it clear that neither the Department for Education nor Ofsted require written lesson plans for every lesson. Instead, inspectors may want to see where the lesson they observe fits in the sequence of teaching.’
At the heart of the educational process lies the child…Discussion: How do you ensure that the child is at the centre of your lesson planning and teaching?
Cortex (the thinking brain) – holds memory, experience and learning
Midbrain (primitive brain) – processes stimuli, reacts to threats
Brain stem (reptilian brain) – controls autonomic function
Cerebellum – controls coordination
Frontal lobes: emotion
This is the hippocampus
The job of the hippocampus is to replay experiences until they are embedded as learning.
Make notes on and use evidence from across a text to explain events or ideas
I can explain events from events or evidence in the text
How will notes help me explain the events or events in a text?
Sharing the learning events or objective
Activity: getting to the learning events or
Choose one of these activity-based objectives and decide how it can be presented so that the learning objective is more precise, accurate and focused on the learning rather than the activity:
Year 4 – We are learning to write an autumn poem.
Year 8 – Use and interpret maps and scale drawings in the context of mathematics.
Key vocabulary – teach it and display events or it
Every lesson has its discrete vocabulary.
It’s not a secret … so share it early.
Just the key words – those that could be new to some of the pupils.
Keep them on display – it helps the spelling and the memory.
Use them in the summary.
Activity events or
Plan the key vocabulary to support the lesson(s) for which you have just written the learning objective.
Activity: The non- events or negotiables of lesson planning
If lesson planning is to be consistent across the school then, irrespective of style, there should be elements that are non-negotiable.
In pairs/threes discuss what these might be.
Share them with the group.
The next slide shows the seven suggested non-negotiables that are covered over the course of this training.
The Magnificent Seven events or
In the next events or session
What do we mean by differentiation?
How do we match the work to the needs of the pupils?
Why should we differentiate twice for effective teaching?