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Resources. Pack of cards 5 new cards with QTS headings Laminated card Board pen A4 Extract on evidence p73 A4 sheet on questioning p99 - 101 ORANGE handbook Characteristics of sat/good/very good trainees - 71. Professional Development Seminar . What makes effective teaching?. AIMS.

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resources
Resources
  • Pack of cards
  • 5 new cards with QTS headings
  • Laminated card
  • Board pen
  • A4 Extract on evidence p73
  • A4 sheet on questioning p99 - 101
  • ORANGE handbook
  • Characteristics of sat/good/very good trainees - 71
professional development seminar

Professional Development Seminar

What makes effective teaching?

slide3
AIMS
  • To understand the requirements of the QTS standards and appreciate how to match evidence to the standards
  • 2. To identify the strategies used by teachers to be effective in the classroom.
  • AOB – Check list

- Ofsted guidelines

what makes effective teaching
What makes effective teaching?
  • 1. Take a pile of 20 blank cards. On each card list an important skill/qualities which you think characterise a good teacher? Think about your recent lesson observations.

(5 minutes)

what makes effective teaching5
What makes effective teaching?
  • 2. Now try and arrange your statements into groups.
  • Have a look at your groups - what headings have you come up with?

(5 minutes)

what makes effective teaching6
What makes effective teaching?
  • 3. Now re-group your list under the 5 cards given to you.
  • Which headings have many statements? Which have fewer? Can you explain these differences?

(5 minutes)

understanding the qts standards
Understanding the QTS Standards?
  • Now compare your list of statements with the QTS standards. Cross out any of the standards which you have already identified in your statements.
  • What is left?
  • 5 minutes
evidencing the qts standards
Evidencing the QTS Standards
  • List the different pieces of evidence which might be used to evidence proficiency within the QTS standards.
  • (5 minutes)
evidencing the qts standards9
Evidencing the QTS Standards

Lesson Plans = LP

Formative Lesson Evaluations = FLE

Summative Record = SR

Progress Review Diary = PRD

Professional Tutor Seminar = PT seminar

Subject Mentor meeting – SM Meeting

Observation notes you have made

Team teaching notes

Schemes of work

Assignments / Action research

Reading Materials

Discussions with other members of staff

Photographs

evidencing the qts standards10
Evidencing the QTS Standards

Your evidence is recorded in the

Green TRAINEE PROGRESSION

THROUGH THE STANDARDS booklet

– located in the TRACKING INDIVIDUAL NEEDS & PROGRESS FILE.

It needs to be completed thoroughly

and regularly.

It suggests evidence that you

could use.

thinking about effective teaching in the classroom
Thinking about effective teaching in the classroom
  • Your task for week 6 is to list the different teaching strategies teachers use in the classroom. (Quite vague!)
  • Have you got any ideas……..

E.g. Use of the board

(5 minutes)

thinking about effective teaching in the classroom12
Thinking about effective teaching in the classroom
  • EG. Effective teaching strategies eg. Exposition, modelling, demonstration
  • Use of the board, visual stimuli
  • Questioning – ways of stimulating responses and developing responses, getting pupils to ask questions
  • Voice skills
  • Body language, movement around the room
  • Use of ICT to facilitate learning
thinking about effective teaching in the classroom13
Thinking about effective teaching in the classroom
  • You are excepted to focus on just one of these and try teaching or team teaching using a particular strategy
  • HAVE YOU GOT ANY IDEAS?
thinking about effective teaching in the classroom14
Thinking about effective teaching in the classroom
  • Try and list the 5 most effective strategies teachers use in settling and dismissing classes (try one of these in your own teaching)
effective questioning
Effective Questioning
  • This is your final area of focus. You are expected to collate a list of different questioning techniques. WHY IS QUESTIONING IMPORTANT?
  • Questioning is a crucial role for the teacher because it is:
  • 1. the most common form of interaction between teacher & student
  • 2. a method of providing challenge for all pupils
  • 3. a key method of facilitating thinking and reasoning in pupils
  • 4. the most immediate and accessible way to assess learning
effective questioning17
Effective Questioning
  • Consider the list of the most common errors and guidance on how to create effective questioning.
summary
SUMMARY
  • The aims for this seminar were:
  • 1) To understand the requirements of the QTS standards and appreciate how to match evidence to the standards.
  • 2. To identify the strategies used by teachers to be effective in the classroom.
  • DO YOU FEEL WE HAVE ACHIEVED THESE AIMS:
  • A) what will you take away from the seminar?
  • B) do you feel prepared to complete your School Based Activities for the week?
  • C) do you require any additional support? If so, what?
  • AOB – Ofsted notes / tick list p47
  • MANY THANKS FOR YOUR TIME!
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