The perfect ofsted lesson

The Perfect (Offset) lesson? – meeting the new criteria and delivering progress in learning How can you make sure in the brief time that an inspector (or other assessor) spends in your classroom – that your lesson ticks enough boxes to impress – and gain that outstanding grade? Sharing the criteria for success is essential for any learning experience – if you (or your students) do not know what they are expected to strive for – how do you (or they) know that they have achieved success?So here are the Offset criteria for an outstanding lesson: Learning and progress Teaching and assessment Outstanding The quality of learning is exceptional. Students demonstrate excellent concentration and are rarely off task even for extended periods without adult direction They have developed a resilience when tackling challenging activities Their keenness and commitment to succeed in all aspects of school life and ability to grasp opportunities to extend and improve their learning are exceptional.Progress is at least good for different groups of students and exemplary for some students.

Teaching is at least good and often outstanding as students are making exceptional progress. Students are enthused which ensures they learn really well. Excellent subject knowledge is applied to challenge and inspire students. Resources, including new technology make a marked contribution to learning as does the targeted support from other adults Teachers are aware of students’ capabilities and their prior learning and understanding and plan effectively to build on these.Marking and dialogue between teachers and other adults and students are of consistently high quality.

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Searching for the Y factor – what are the magic ingredients that will elevate your lesson to outstanding? The first sentences in each column above identify the key ingredients for success: ‘The quality of the learning is exceptional’ ‘Teaching is at least good and often outstanding as students are making exceptional progress. In summary, the “x’ factor means demonstrating EXCEPTIONAL PROGRESS IN LEARNING in your lesson. The following (in no particular order) are some of the other essential ingredients required for an outstanding lesson: Differentiating for various groups of learners Engaging and motivating students Developing independent and resilient learners Delivering skills and content essential for passing exams Assessment as part of developing progress in learningChallenging the most able learners Using technology and Task to make an impact on learning Effective collaborative learning and peer review Effective classroom management Sharing the criteria for success these 6 steps: Step one – Be in control, right from the start Set up the learning environment E.

G. The music-challenge-reward Students should expect to start something as soon as they come into the classroom without you even directing them. This strategy should cover the time it takes for all the students to arrive. It neatly shows how you are completely and effortlessly in control and makes a great impression on that extra (Offset) visitor!Get the students in the habit of doing this in every lesson by setting little challenges, questions or tasks to do on the board that they KNOW they are expected to get on with.

These can be anagrams, puzzles, true or false statements, recaps of the previous lesson, unexpected questions for debate etc etc. Reward effort for these tasks by giving out points. The tasks could also link explicitly to one of the Personal, Learning and Thinking skills and success could earn points that accumulate over time and earn rewards. Some examples of tasks involving the Plus could be: Personal, Learning and Thinking skill Task Self managerDraw a face that depicts the different moods you have experienced today so far. Effective participator Write down ten things you will do this lesson to help others learn Creative thinker Design a logo and slogan for this subject/lesson Reflective learner Create a mind map of what we did last lesson Independent Enquirer Write three questions you need to ask about what we did last lesson Team worker Think of three promises you will make to your team to help it work well.

Whilst the students are completing the tasks smile, greet them individually by name and make them feel welcome.You could get the students to assess each other’s work f appropriate. Also it is a good idea to have music on as they come in and are getting on with the little tasks. Then, when you switch it off, the students know it is time to start the lesson proper. This will mean that you can start the lesson proper when YOU are ready and useful work is still taking place. Step 2.

The starter. A starter should stimulate curiosity and open mindedness and prepare the brain for learning. These can be random or linked to the subject. A starter can be a thank, a curiosity or a challenge.A thank This is a question that has no right or wrong answer but makes you think! This repaper a student to be open minded and consider various options. For example: If you always got what you wished for would you always be happy? Where does the What has the most freedom an ant or a school child? Is a person who has a face transplant still the same person? Which is heavier an inflated or deflated balloon? (Thanks from ‘The Little Book of Thanks’ by Ian Gilbert (Greenhouse) Students can think of the next question or make up their own thanks as part of the starter.A curiosity For example A box, which they have to guess the contents of A wig or hat that someone can try on and guess the character it belongs to A sage in a bottle. Students have to guess the message and who sent it A Creative Challenge in pairs (tuning up the connections in the brain ) First pop song you ever heard and the one you heard most recently The 3 most popular babies’ names in 1999 and the three that will be most popular in 2020 Guess the most common and least common food that everyone in the class had for breakfast Song, marry, avoid A fun task that helps students understand personal preferences.

What would you do with the following famous names and why? Prince William, John Terry, Russell Brand Cheryl Cole, Divan McCall, Fern Britton Nick College, Gordon Brown, David Cameron Step 3. Set objectives or learning outcomes – engage them in the learning Describe, simply and EXACTLY what you want the students to be able to do by the end of the lesson. Do this at two levels (at least) for differentiation. This is the crucial moment when you engage the students in the exciting task ahead and explain that this will make a difference to them personally.

To succeed you must communicate your expectation of success and your personal excitement about what they can achieve and why it is important. How can you convince the students that learning is a runner and that they have an amazing capacity to progress during this lesson? There are three parts to doing this: 1. Explain (with passion! ) what success in achieving the objectives will look and feel like. (The ‘brilliant outcome. ‘) 2. Showing them that achieving the objectives is part of a learning Journey by using a continuum line. .

By also setting one or more personal skills objective Draw a continuum line that leads to the ‘brilliant outcome’ they are heading towards in their learning Journey. (Shown below in the boxes) At the start of the activity students decide where along the line they are now. After the activity they then mark here they are now, to demonstrate what (if any) progress they have made in the lesson towards the outcome. The same is done for the PLOT skill, helping the students towards self assessment regarding this skill.These are Just as crucial for an outstanding lesson. Examples: Objective / learning outcome. By the end of this lesson you will be able to: Notice how a writer has used language effectively (level 4) Comment on how the writer uses language to engage the reader using quotations (level 5) Independent Enquirer: Worked independently and found things out for myself Step 4. The main lesson activity / activities This is where the teacher’s input really comes in.

There needs to be: A challenging level of subject knowledge Active, collaborative learning – this is crucial as students should be able to work, on task, Without adult supervision’ Choice of activities or of approaches to them Lots of higher order questions (which you don’t answer for them) Visual aids and practical activities The first 3 points above, choice, collaboration and challenge need to be present in order to deliver an outstanding lesson for these reasons: Challenge.Because this is the way to ensure that expectations are high and learners are working to make regress in their learning Collaboration. Because students should be talking more than teaches and working together to achieve the ‘brilliant outcomes. ‘ Choice. Engages the learners and make them feel committed to the task Good collaborative activities tap into the talents in the room and help connect the learning with the world at home.

Set up group work or team work that develops employability skills (- the Plus). Coach students about the stages in group work – forming, storming, morning and performing.Shaded tasks are compulsory Thanks to Wellingtons High School for this example Create your own country – humanities/English Step 5. Dish up the DIRT….

.. Often! DIRT = Dedicated Improvement and Reflection Time through assessment AS learning. As the process of learning is a Journey, it is essential to raise awareness about this process by reminding students frequently to check their learning process and progress. What have you learnt, how far have you traveled towards the learning outcome? There should be regular checkpoints which then become assessment AS part of the learning process.Reviewing and reflecting. As students know what the success criteria is and are aware of the need to continue to gauge their progress there is also a need to focus on the quality of the work reduced.

This is the quality control moment when students work on their own or together to improve their work. A checklist that relates to success criteria could be helpful here. You could use APP (assessment of pupil progress) student sheets to enable students to start to self or peer assess the work produced. Working to redraft, improve and amend following constructive criticism is a vital part of the learning journey.It also gives the students more control and responsibility for the outcomes. This prevents marking being a mysterious process that goes on in the teacher’s head. Assessment becomes part of the learning process.

See the example from English below: FAA Produce texts which are appropriate to purpose, audience and style. IF Write imaginative, interesting and thoughtful texts. WRITING try to show the purpose, include relevant ideas, try to add to basic information, try to show a viewpoint even if I don’t all the time Level 3 In most writing make the main purpose of my writing clear, use appropriate features, try to use the right style. Whose relevant ideas, develop some ideas in detail and description, while showing a clear viewpoint Level 4 Across a range of writing maintain the purpose of my writing, show some features and the right style, adapt some features when I need to.

Develop relevant ideas with some imagination, develop ideas suited to the form of writing, establish a consistent viewpoint. Level 5 Across a range of writing I TOP TIP Take a moment for a mini plenary at any time to gather evidence of the learning progress (Especially if you have an observer) .