DEVELOPING OUTSTANDING LEARNING
SKILLS
"Since we cannot know what
knowledge will be most needed
in the future, it is senseless to
try to teach it all in advance.
Instead, we should try to turn
out people who love learning so
much and learn so well that they
will be able to learn whatever
needs to be learned."
(John Holt)
Towards
Outstanding
Learning!
th
Tuesday 8 January 2013
Why am I here?
Good question!
SUCCESS CRITERIA:
I understand the 3 key
areas that an
inspector will judge
my lesson on
TASK
 With a partner, consider what you believe to
constitute an ‘outstanding lesson’.
 List three elements of an ‘outstanding lesson’.
 Share your list with the wider group
3 Minutes
JUDGING HIGHLY EFFECTIVE LEARNING
 How
far ?
‘Distance’
 How
well ?
‘Depth’
‘Secure’
‘Sustained’
 How
many ?
‘Numbers’
‘Groups’
‘Proportions’
CONSIDERING
STUDENTS’ INVOLVEMENT
97% +
All / almost all
80% +
Vast majority / most
75% +
Large majority
ENGAGEMENT
Are students encouraged to be active, creative,
connection -making learners when:

About two-thirds of the talk in
classrooms is done by the teacher?

About two-thirds of teacher talk is
organisation-controlling talk?

1% of students ask questions in
school?

1% of these students’ verbal
contributions take the form of
questions?
What are the
characteristics of an
“outstanding” lesson?
Objectivist
(lesson ceiling: ’good’)
Constructivist
(lesson ceiling: ‘outstanding’)
Teacher as all-knowing oracle.
Teacher as organiser, and but one
source of information.
Learning is teacher-centred,
didactic, with carefully-guided
activities to support learning.
Learning processes are studentcentred and involve group and
individual activities.
Teacher generated questions
are used to elicit understanding.
Students construct their own
learning questions.
PERSPECTIVE
Lesson-design rests with the
Students are co-designers of the
teacher and correct conclusions learning episode and the
mark success.
attendant success criteria.
Objectivist
(lesson ceiling: ’good’)
Constructivist
(lesson ceiling: ‘outstanding’)
Learning consists of stimulus –
response relationship, and is
passive in nature.
Learning is an active process.
Learning involves ‘filling empty
vessels’ and ensuring retention.
Learning is a process of ‘firelighting’ and connection- and
sense-making.
Effective learning stems from
PERSPECTIVE
efficient transfers
of information.
Effective learning arises from
open-ended, challenging
problem-solving exercises.
Intelligence is fixed.
Intelligence is created.
Personalisation: students are challenged at an appropriate level; they are engaged and enthusiastic and make
significant progress that they can identify.
Snappy starter: engages students, recalls prior learning, excites, creates mystery and focuses attention.
Teaching styles: a variety of styles that match the content and context of the lesson, teaching in ways that
the students can identify with. (VAK)
Relationships: students get on well with each other and the teacher. There is a mutual respect.
Ownership: giving students the tools and responsibility to manage their own learning (L2L). Allowing them to
set their own success criteria at times, have a say in what and how they learn and to ask their own questions.
Evaluation and reflection: regular and constructive feedback, link with NC levels, exams, success criteria etc.
Set specific improvements & targets based on assessment (self, peer, teacher)
Confidence: appropriate challenges are set to all learners. Both staff and students have a good idea of what
failure and success is acceptable. Staff need to have the confidence to let students take risks. Students need
to trust in the teacher and themselves and accept failure and success well.
Learning coaching: helping students to identify how they “learn best” as a group and an individual. Teaching
them transferable skills and processes.
Wow factor: creating mystery, excitement and surprise enables lessons to be fun and helps students retain
information and interest.
Pace: a variety of pace allows for creativity, questioning, noticing and can help with thoughtful reflection,
bursts of activity and relaxation.
Environment: Creating boundaries and routines that help students feel secure, respectful and ready to learn.
Having a lively and interesting place to learn will encourage questioning.
Thinking skills: student’s thinking is deepened, they make their own knowledge rather than receiving it.
‘OUTSTANDING TEACHING’
IT’S ALL ABOUT THE LEARNING !
‘Much of the teaching in all key stages and
most subjects is outstanding and never less
than consistently good. As a result, almost
all pupils ….. are making rapid and
sustained progress.’
JUDGING LEARNING OVER TIME
School’s own evaluations
 Discussions with students re. work, learning &
teaching
 Discussions with staff
 Views of parents
 Scrutiny of students’ work
marking, assessment, feedback, challenge, students’ effort &

success, progress in line with abilities / starting points
‘LEARNING EVOLUTION’

Rigid ‘3 part lessons’

‘Starters’ v dynamic starts to learning

Over-reliance on end of lesson plenaries

Peer & self-assessment per se / without impact
NO EXPECTATION OF SPECIFIC
LESSON PLANNING
JUST WELL-PLANNED LESSONS
PROGRESSION..PROGRESSION..PROGRESSION
HOW DO YOU DEMONSTRATE PROGRESS IN
YOUR LESSONS?
WHAT IS PROGRESS ?
 Movement
D
D
I
i
S
T
A
N
C
E
from 1 state to another
-
information → knowledge → understanding
-
dependence → independence → inter-dependence
superficial / initial confidence → deeper state
journey towards completing activity involving
growing
awareness / understanding
-
intensity of engagement / interest / curiosity /
success
-
numbers
enjoyment /
D
E
P
T
H
SHOWING
PROGRESS IN 20
MINUTES
QUESTIONING
Ask students (no hands up):
• What do you know now that
you didn’t 5, 10, 15 minutes
ago?
• When you go home this
evening and are asked for one
thing you learnt today in
______________, what will
you say?
SCALING
• Use mini whiteboards or scoring
sheets for students to score
their understanding against the
lesson objectives at the
beginning of the lesson (0-10)
• Regularly refer back during the
lesson, adding new scores, with
the time the score is recorded
• Where necessary, ask students
to explain how and why they
have changed their score
CONFIDENCE RATING
• At the start of the lesson,
students write their name on a
post it note
• Students place their note on a
wall thermometer showing
confidence levels or in a three
column table, very, quite, not
(related to a skill or knowledge)
• During the lesson, students are
encouraged to get up and move
their post it when progress is
made during the lesson
RAG RATING
• Students to place planners on
desk with coloured card facing
upwards to show level of
knowledge and understanding as
the lesson progresses
• Red- do not understand
• Yellow- not sure
• Green- fully understand
Individual students needs can then
be addressed as the lesson unfolds,
when the situation changes, the
card is changed by the student
FACES
• Students to draw faces next to lesson objectives in
their book at the beginning of the lesson to show
their confidence/ ability in relation to the objective
• At regular intervals, students draw a face in the
margin to show how they now feel against the
lesson objective
• This could also be done on mini whiteboards, divided
into 3 columns- to show change at 3 stages in the
lesson
EXIT TICKETS
In order to exit the lesson, students need to complete an
exit ticket
Headings on ticket:
• What have I learnt?
• What do I already know?
• What might I need extra help with?
• How have I progressed in the lesson? (tick face)
MAXIMISING
PROGRESS
SEE 10 P’S MAT!
EXAMPLES OF
OUTSTANDING
PROGRESS
HISTORY
Y10 Understanding how the status and roles of women changed during the
First World War









Mid-lesson
Learning climate & learners’ state : enthused, interested, immersed, intent
‘3s’ and ‘4s’ - inter-dependence
Increased access to range of sources [visual / written ] and key questions [latter
differentiated]
All / almost all absorbed
Teaching – constantly checking / probing [as and when necessary]
High quality differentiated questioning by teacher per group - impact
Almost all deepen and widen understanding of different roles adopted by women and
accepted by society due to changing demands and needs brought on by war
Heightened thinking evidenced through increasingly challenged analysis, synthesis of
key ideas, increased questioning by peers of each other, and meaningful evaluation
ART & DESIGN
Y9 ‘Fruits of the Earth.’ Exploring shades of colour and layering paint to
produce textured effect inspired by knowledge of Kate Malone’s work.
Creating a painting of a fruit in the style of Kate Malone.







Lesson 2 of 5
Immediate involvement in learning – accessing materials and previous folder work
from onset
Almost all / all quickly absorbed in re-engaging with accessing examples of KM’s work
– paper / on-line / previous painting / mixing colours, layering paint to create texture
Almost all can explain purposely intentions & immediate next steps
Teaching is enthusiastic, inter-acting with individuals with well focused questions /
demonstrations to inspire and energise
Timely interjections to stop / share / inform learning for small groups / all learners
impacts clearly on students’ emerging technique / thinking
After 25 minutes almost all / all learners :
-
moving from knowing about techniques → showing understanding via
experimenting with colour mixing / layering different colours / developing simple
and more complex textures / beginning to apply emerging skills to fruit
sketches
PLANNING
FOR
PROGRESSION
PLANNING FOR PROGRESSION
KEY CONSIDERATIONS
 Challenging
all students
 Meeting individual needs
 Developing skills, knowledge, understanding –
literacy / numeracy
 Monitoring progress & adapting teaching
 Questioning & discussing to assess effectiveness
of teaching
 Students understanding how to improve
WELL-PLANNED LESSONS
Learning objectives / outcomes =
shape / direction
 Pitch / challenge
 Need [esp most & least able]
 Learning scenarios → progression
information → knowledge → understanding
dependence → independence → inter-dependence
 Checking & feedback opportunities
 Key skills – as and where appropriate
removing barriers / supporting progress

E
N
G
A
G
E
M
E
N
T
TASK
What is meant by deep learning?
How do we know when children are in a state of
deep learning?
WHAT IS DEEP LEARNING?
CHILDREN WHO CAN………………..
1.
Verbalise their thinking and solve problems
2.
Ask questions and make decisions
3.
Do something with the information they
encounter, organise information in a different
way and create new ideas
4.
Reflect on what they have learned and how
they learned it
META-COGNITIVE REFLECTIONS
Arguably the most important
and therefore the hardest !
36
 What kind of thinking have you been doing?
 Did anyone say/do something that changed your thinking?
 What personal contribution to your group’s thinking are you
most pleased about?
 What did you like/dislike, find easy/difficult about this task?
 What skills supported the completion of this task?
 What would help your group do such a task even better next
time?
HOW DO WE KNOW WHEN CHILDREN ARE
LEARNING? SOME INDICATORS….











Children are explaining something in their own words
Children are asking questions
Children are making connections
Children are re-creating (rather than reproducing)
information
Children are justifying their decisions
Children are explaining their thinking
Children are talking to each other
Children are active- doing something with the information
Children are reflecting at a conscious level
Children are offering analogies and metaphors of their
own: Oh I get it- it’s a bit like…
Children are redrafting, revising, re-thinking and so on
DEPENDENCY

INDEPENDENCY

INTERDEPENDENCY
LEARNING EXPERIENCES
COGNITIVE IMPLICATIONS
COGNITIVE SKILLS- BLOOMS TAXONOMY
Creating
generating new ideas, ways of
viewing
things, planning & constructing / inventing
Evaluating
justifying, hypothesising, judging,
experimenting
Analysing
Applying
Understanding
Remembering
comparing, deconstructing, exploring
implementing, using information
explaining, interpreting, summarising
recalling, recognising, listing, describing,
retrieving, naming
http://www.thinkingclassroom.co.uk/ThinkingClassroom/Thi
nkingSkills.aspx
Thinking Starters
Captions
Odd One Out
Thinking Box
Slow Reveal
What if?
Lateral thinking puzzle
V
Cloth Cap British Army 1914
Steel ‘Brodie’ Helmet first issued in 1915
The strange case of the steel helmet….
Why did head injuries increase when the steel
helmet replaced the cloth cap as part of the
British soldiers’ uniform?
CHANGE
What proportion of learners
D
E
P
T
H
find out more
know more
understand / absorb more
are challenged to advance thinking
than at the ‘start’ of an experience
SUPPORTING THE LEARNING
-
criteria for successful learning
‘what a good one looks like’
-
modelling
-
scaffolding
-
self-supporting materials
H
A
N
D
I
N
G
O
V
E
R
GOOD OR OUTSTANDING ?
 Quality
of ‘change’
 Proportion
- informing
knowing
understanding
of learners - all / almost all
most / vast majority
large majority
some
few
NEW OFSTED SCHEDULE
No satisfactory teaching.
‘Teaching requires improvement
as it is not good.’
ESSENTIAL LEARNING CLIMATE

Environment

Relationships

Values

Expectations

Routines
‘OUTSTANDING TEACHING’
‘Teachers and other adults generate high
levels of engagement and commitment to
learning.’
ENTHUSIASM & IMAGINATION

Passion & Inspiration

Relevance & Meaningfulness

Swift start – stimulating interest
igniting curiosity
IMPORTANCE OF TALK
-
learning is a social activity :
talk is essential
-
language, thinking & learning are
interrelated
-
understanding is at its deepest when
co-developed
CHECKING KNOWING →
UNDERSTANDING
‘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.’
CHECKING KNOWING →
UNDERSTANDING

Monitoring the learning
-
watching
listening
questioning
EFFECTIVE QUESTIONING
Whole class
V
One to one / pairs / small groups
EFFECTIVE QUESTIONING

Stimulates thinking

Promotes reasoning

Inspires interaction

Deepens learning

Accesses learners’ minds
TIMELY FEEDBACK

Teacher
one to one
one to small group / pairs
whole class ?

Self-feedback

Peer feedback
I
M
P
A
C
T
JUDGING OUTSTANDING LEARNING
All / almost all learners can do …..
understand …..
significantly more / better than at beginning of
learning experience
HAs …. MAs …. LAs …. SEN ….
COMMON SHORTCOMINGS

Over-teacher talk / direction

Planning for activities alone, without considering the experiences

‘Laboured’ or ‘rushed’ informing

‘Laboured’ or ‘rushed’ knowing

Limited planning for ‘letting go’

Insufficient time for developing understanding

Shortfalls in expectations for all learners

Superficial / ineffective monitoring & feedback

Limited recognition of & response to needs - fear of complexity / reluctance
to change direction
FURTHER READING..
AND THE MAIN THING IS… LEARNING
(keeping the focus on learning for pupils and teachers)
Mike Hughes
 9x4 A FRAMEWORK FOR DEVELOPING THE
CHARACTERISTICS OF EXCEPTIONAL TEACHING
Tom Cassidy & Charles Cassidy


Teachers Shared Area> SRS Teaching and
Learning
Further CPD training at SRS:
‘Effective Questioning’
Tuesday 15th January 2013
Multi-purpose room 3pm-4pm