Training programme
www.collegenet.co.uk
Outstanding lessons
The diamond lesson plan
Bradley Lightbody
AIMS
 To introduce the Diamond lesson plan
 To apply Ofsted’s new 2012 criteria in relation to
effective teaching, learning and assessment.
Key questions
Delegates will be able to answer:
 How can I apply Ofsted criteria and introduce
imaginative teaching strategies into my lessons?
This presentation provides an overview of a full one day training programme and
consequently the examples and modelling of how to put into action are truncated.
Presenter
This session will be presented by Bradley Lightbody, Managing Director, Collegenet
Limited and author of ‘Taking Your A-Levels (1996), ‘The Cold War (1999), ‘the
Second World War’ (2004), ‘Outstanding Teaching and Learning 14-19’ (2009) and
‘The i-Learning Revolution: A new pedagogy (2012). The Second Edition of
‘Outstanding teaching and learning 14-19’ will be published 15th October 2012. The
Second Edition is fully updated with the new Ofsted 2012 inspection criteria and the
latest academic evidence arising from The Sutton Trust, OECD, Pisa, Mckinsey
reports and Professor John Hattie.
Books may be ordered via Amazon or Collegenet.co.uk
Outstanding teaching
And learning 14-19
Bradley Lightbody
2
Outstanding lessons
The grade one lesson
Trainer: Bradley Lightbody: Director of Training Collegenet.
This course provides an active presentation of the key methods to
improve teaching and learning to Ofsted grade one standards.
Time
9 .30
9.40
Programme
Welcome and aims
Skills and attributes of outstanding teachers
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10.20
Top ten skills
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10.40
11.00
3
Lesson summary, learning check and bridge
Effective team planning
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3.55
4.00
Group dynamics and forming random groups
 Group roles
 Embedding functional and employability skills
Refreshment break
Summation
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3.40
Short exposition / demonstration
Balancing pace, challenge and support for all learners
Effective questioning techniques
Active learning / involvement
Variety of teaching methods and resources
Successful groups
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2.40
3.00
Appetisers – puzzles, current affairs, key facts , quotes etc.
Big picture, raising interest, lesson aims, learning challenge
Recap – checking and involving in own learning
Lunch
Generating an interactive lesson
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2.20
Ofsted grade one exemplar curriculum area reports
Traffic light self assessment against Ofsted grade one
Lesson starts
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12.30
1.30
Skill requirements
Rank order in pairs
Refreshment break
What defines a grade one?
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11.45
Skills pyramid
Lifelong Learning standards
Ofsted standards
Promoting independent study
Electronic schemes of work – the learning portal
Evaluation
Finish and farewell
Attributes and Skills of an effective
teacher
Outstanding teachers create a climate for learning and communicate a passion for
learning that can at least engage if not enthuse all learners. The attributes and skills
are not ‘charisma’ but well planned and skilfully directed learning opportunities.
The chief sources of official guidance on effective teaching and learning are:
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Hay McBer report 2000
Lifelong Learning UK professional standards
LSIS excellence database
McKinsey reports 2007 and 2010
Ofsted ‘Why Colleges Succeed’ November 2004
Professor John Hattie – Visible Learning 2009
Ofsted Inspectors’ Handbook, June 2012
Ofsted Chief Inspector’s reports 2011 and 2012.
The Sutton Trust toolkit July 2012
All colleges need to address the skills underpinning outstanding teaching and
learning and in particular to promote team best practice. The aim is not to invest in
the skills of a few individual enthusiasts but to build and disseminate team best
practice. Whereas individuals may leave and take their expertise with them, welldeveloped team best practice will constantly support and promote outstanding
teaching and learning.
The teaching skills hierarchy
Inspire
Engage
Plan
Knowledge
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TOP TEN SKILLS
1. The following top ten list of attributes and skills can be linked to the
skill sets identified in the, ‘Outstanding skills pyramid.’
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Humour
Formative feedback
Inspiring
High expectations
Praise and reward
Passion
Active learning
Enthusiasm
Up-to-date knowledge
Differentiation
Other
suggestion?
The above list is in random order. Place the list into rank order
below and/or substitute any suggestions of your own.
Skills pyramid
1
2
4
7
5
8
5
3
6
9
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WHAT MAKES A GOOD TEACHER?
A survey of Year Seven and Eight school children,
conducted as part of the Hay McBer consultancy report
into effective teaching June 2000, provided the following
answer:
A good teacher is:
Kind
Generous
Listens to you
Likes teaching
Has faith in you
Encourages you
Likes their subject
Keeps confidences
Doesn’t give up on you
Takes time to explain things
Allows you to have your say
Helps when you are stuck
Tells you how to improve
Cares for your opinion
Makes you feel clever
Treats people equally
Stands up for you
Makes allowance
Tells the truth
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Is forgiving
Ofsted criteria 2012+
The grade one edge
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well-judged and often imaginative teaching strategies
inspire and challenge all learners
consistently high expectations
excellent subject knowledge and/or industry experience
set challenging tasks
generate high levels of enthusiasm for participation in, and commitment to,
learning.
develop high levels of resilience, confidence and independence in learners
High quality learning materials and resources including information and
communication technology (ICT)
Teachers, trainers, and assessors check learners’ understanding effectively
throughout learning sessions
high levels of engagement and interest.
Teachers and other staff enthuse and motivate most learners to participate in
a wide range of learning activities.
Equality and diversity are integrated fully into the learning experience.
The Diamond Lesson Plan illustrates how to put the above criteria into action.
OFSTED CRITERIA 2012+
The revised Ofsted Common Inspection Framework (CIF) and associated Inspectors’
Handbook was published 19th June 2012 and will apply to inspections after September 2012.
Inspections will determine an Overall Effectiveness grade based upon the grades awarded
for:
 Outcomes for Learners
 Teaching, learning and assessment and
 Leadership and management.
The limiting grade linked to Equality and diversity has been removed but weak equality and
diversity practice will deny the award of Grade One for Teaching, learning and assessment
and this in turn will deny the award of a Grade One for Overall Effectiveness. The descriptor
‘satisfactory’ for Grade 3 has been replaced with ‘requires improvement’. All colleges are
expected to target at least Grade 2, ‘Good’.
Overarching criteria Outcomes for Learners
In judging Outcomes for learners, inspectors must evaluate the extent to
which:
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all learners achieve and make progress relative to their starting
points and learning goals
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achievement gaps are narrowing between different groups of
learners
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learners develop personal, social and employability skills
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learners progress to courses leading to higher-level qualifications
and into jobs that meet local and national needs.
Overarching criteria Teaching, learning and Assessment
In judging the Quality of teaching, learning and assessment, inspectors must
evaluate the extent to which:
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learners benefit from high expectations, engagement, care,
support and motivation from staff
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staff use their skills and expertise to plan and deliver teaching,
learning and support to meet each learner’s needs
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staff initially assess learners’ starting points and monitor their
progress, set challenging tasks, and build on and extend learning
for all learners
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learners understand how to improve as a result of frequent,
detailed and accurate feedback from staff following assessment of
their learning
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teaching and learning develop English, mathematics and
functional skills, and support the achievement of learning goals
and career aims
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appropriate and timely information, advice and guidance supports
learning effectively
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equality and diversity are promoted through teaching and
learning.
Overarching criteria Leadership and management
Inspectors must evaluate the extent to which leaders and managers at all
levels, including, where relevant, governors:
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demonstrate an ambitious vision, have high expectations for what
all learners can achieve, and attain high standards of quality and
performance
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improve teaching and learning through rigorous performance
management and appropriate professional development
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evaluate the quality of the provision through robust selfassessment, taking account of users’ views, and use the findings
to promote and develop capacity for sustainable improvement
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successfully plan, establish and manage the curriculum and
learning programmes to meet the needs and interests of learners,
employers and the local and national community
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actively promote equality and diversity, tackle bullying and
discrimination, and narrow the achievement gap
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safeguard all learners.
Ofsted Grade One-Teaching, learning and assessment 2012+
The following significant characteristics are specified by Ofsted for the award of Grade
One. Colleges cannot be awarded ‘outstanding’ for Overall Effectiveness without a
Grade One for Teaching, learning and assessment.
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Much of teaching, learning and assessment for all age groups and learning
programmes is outstanding and never less than consistently good. As a result, the
very large majority of learners consistently make very good and sustained progress in
learning sessions that may take place in a variety of locations, such as the classroom,
workplace or wider community.
All staff are highly adept at working with and developing skills and knowledge in
learners from different backgrounds. Staff have consistently high expectations of all
learners and demonstrate this in a range of learning environments.
Drawing on excellent subject knowledge and/or industry experience, teachers,
trainers, assessors and coaches plan astutely and set challenging tasks based on
systematic, accurate assessment of learners’ prior skills, knowledge and
understanding. They use well-judged and often imaginative teaching strategies that,
together with sharply focused and timely support and intervention, match individual
needs accurately. Consequently, the development of learners’ skills and understanding
is exceptional. Staff generate high levels of enthusiasm for participation in, and
commitment to, learning.
Teaching and learning develop high levels of resilience, confidence and independence
in learners when they tackle challenging activities. Teachers, trainers, and assessors
check learners’ understanding effectively throughout learning sessions. Time is used
very well and every opportunity is taken to develop crucial skills successfully, including
being able to use their literacy and numeracy skills on other courses and at work.
Appropriate and regular coursework contributes very well to learners’ progress. High
quality learning materials and resources including information and communication
technology (ICT) are available and are used by staff and learners during and between
learning and assessment sessions.
Marking and constructive feedback from staff are frequent and of a consistent quality,
leading to high levels of engagement and interest.
The teaching of English, mathematics and functional skills is consistently good with
much outstanding. Teachers and other staff enthuse and motivate most learners to
participate in a wide range of learning activities.
Equality and diversity are integrated fully into the learning experience. Staff manage
learners’ behaviour skilfully; they show great awareness of equality and diversity in
teaching sessions.
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Advice, guidance and support motivate learners to secure the best possible
opportunities for success in their learning and progression.
ACL data 2012-13
A total of 42 Adult and Community Learning (ACL) providers were inspected 1st
September 2012 to 8th March 2013. The numbers in the following data summaries
vary slightly because some of the providers were not previously inspected.
Aspect
Number
Remained at same grade since last inspection
21
Dropped backwards since last inspection
8
Moved forward since last inspection
13
The above data for ACL providers indicates that 69% of providers are either standing
still or are falling backwards. The following data for the 42 Providers inspected also
shows a significant 37% Grade Three bulge for Teaching, Learning and Assessment
Overall effectiveness
Grade 1
Grade 2
Grade 3
Grade 4
% Good or better
2
22
14
5
56
Outcomes for learners
Grade 1
Grade 2
Grade 3
Grade 4
% Good or better
3
22
14
4
58
Quality Teaching, Learning and Assessment
Grade 1
Grade 2
Grade 3
Grade 4
% Good or better
3
21
16
3
56
Leadership and Management
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Grade 1
Grade 2
Grade 3
Grade 4
% Good or better
3
20
16
4
53
Ofsted outstanding inspection reports
The following quotations are examples of Ofsted inspection reports across
a range of Adult and Community Learning providers. In particular there is
an example of Grade 1, 2, 3 and 4 reports applying the new 2012
Common Inspection Framework (CIF).
1 Walsall Adult and Community College December 2012 (Overall)
Teaching, learning and assessment are outstanding and result in outstanding outcomes for
learners. The college has been extremely effective in rapidly improving this aspect from
satisfactory at the previous inspection. Teaching, learning and assessment in ESOL have not
improved so rapidly, but they remain good and weaknesses found at the previous inspection
have been dealt with, for example the development of learners’ speaking and listening skills
Tutors plan lessons exceptionally well and ensure that each one meets the varying
needs of the group and each individual learner. Tutors use the detailed initial assessment
information extremely well to match lesson activities to learners’ needs.
Tutors have high expectations for all learners. As a result of outstanding teaching, they
ensure that learners meet these high expectations. Learners have very high levels of
confidence and they develop excellent skills for learning on their own and in small groups.
For example, sports learners know well how to improve their skills at home.
Tutors make extremely good use of questions and discussions to engage learners and
help them develop their subject knowledge. Learners are very clear about how well they are
involved in their lessons, both in the classroom and in practical sessions. As a result, they
are extremely eager to learn and enjoy their lessons very much.
The college has made a significant investment in information and learning technology
(ILT). Investment decisions focus well on sustainability and making best use of emerging
technology to minimise equipment costs. For example, staff have developed a solution for
learners’ work to be stored in the online system known as ‘the cloud’.
Staff use ILT well in lessons. For example, in one mathematics revision lesson the tutor
used a version of the game ‘Who Wants to Be a Millionaire?’ to involve learners and give
them confidence in trying answers. The tutor mixed this activity well with others to maintain
learners’ high level of interest and enable learners to show outstanding attainment.
Assessment of learners’ skills is outstanding. On apprenticeship and pre-apprenticeship
programmes, tutors use a wide variety of assessment methods and learners are extremely
clear about the standard of their work. On other programmes staff measure learners’
standards and progress frequently in lessons and at specific stages within the courses. Staff
are particularly good at helping learners to develop the skills to assess their own work.
Feedback to learners is helpful, clear and regular. Tutors give regular verbal feedback
during lessons, which contributes significantly to the progress made by learners. Detailed
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written feedback on learners’ work helps learners understand what they need to do to
improve. However, written feedback to ESOL learners is not as detailed.
Staff use targets extremely well to challenge and stretch learners. Tutors set very
detailed short- and long-terms targets based on assessment results. Staff and learners work
extremely well together to monitor progress towards targets. Tutors usually set targets that
are highly relevant to each learner; but, for a very few learners in ESOL, targets are not
sufficiently individual.
Initial assessment is exemplary. All learners have a detailed initial assessment of their
skills to ensure that they go onto the correct programme. They also have an initial
assessment of their learning needs and further detailed assessments if necessary. As a
result, learner
Initial assessment focuses extremely well on learners’ English, mathematics and functional
skills needs. The college ensures that it meets these needs very well, with a range of
support and additional tuition options. In addition, the college embeds support for these
needs into the curriculum very well. As a result, learners significantly improve these skills.
The college provides excellent information, advice and guidance. It uses a wide range of
innovative ways to promote its provision. It makes very good use of partnerships and links
with the local community to reach those learners who might not consider further education.
Staff provide outstanding support and guidance, both in and out of lessons. Learners
are extremely positive about the help that they get to complete their programmes. Because
of the exceptional way that the college promotes it, learners have a very well
developed sense of equality and play their part well in valuing diversity. Learners
are very positive about the excellent relationships they have with staff and other
learners.
Walsall ICT for Users Outstanding December 2012
Teaching, learning and assessment are outstanding, as reflected in the outstanding
outcomes for learners. They make rapid progress in developing skills in using commercial
software, and become highly confident users of ICT. Many learners are significantly ahead of
their learning plan targets and those who finish early study additional units. Success rates
are very high and improving.
Learners receive outstanding support from enthusiastic tutors who have high
expectations of what learners can achieve. Learners are encouraged well to use computers
efficiently and they become adept at using shortcuts. Tutors promote safe working
practices. They help learners to adopt the correct posture when sitting, and to use the
internet safely.
Tutors plan their lessons extremely well and develop learners’ understanding through
clear explanations and well-constructed exercises. These often include challenging tasks that
provide excellent opportunities for ICT skill development.
In most lessons, tutors use questioning extremely effectively to check and extend
learning. They use a range of activities very well to help learners develop problem-solving
skills. On a very few occasions tutors miss opportunities to develop learners’ ability to work
on their own.
Lesson planning for older learners on ICT leisure courses is exceptionally effective.
Learners are fully involved in the decision making about the focus of their work for each
term. For example, one group of learners gained confidence and graphic design skills
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through their project to make coasters and mouse mats using photographs that they had
taken.
Tutors have an exceptional focus on promoting sustainability, which ensures resources
are not wasted. Learners think carefully about the environmental impact of their work.
Classrooms are equipped with energy-efficient equipment and tutors receive frequent
reports about energy usage.
All learners receive a detailed initial assessment to identify their skill level and any
additional support needs. Tutors monitor and review progress carefully and frequently.
Learners have very challenging short- and long-term targets in their lesson plans. In
addition, they have specific and individual targets to achieve during learning sessions.
Tutors assess learners’ work accurately and frequently. Assessment meets the
requirements of the awarding body. Tutors prepare learners for examinations exceptionally
well by giving challenging tasks and clear feedback on how to improve. Learners speak
highly of the very good quality of the teaching and support they get.
Teaching and learning provide good support for English and learners make good
progress in improving the quality of their written work. Tutors focus well on the need to use
accurate technical language. They enhance learners’ numeracy skills through good use of
exercises in using spreadsheets.
Learners receive accurate and detailed guidance about choosing courses and the
progression routes available. The courses and pathways offered meet the needs of learners
exceedingly well and many go on to study further ICT courses.
Learners from diverse backgrounds work well together and support each
other effectively. Word-processing exercises include references to cultural and
ethnic topics such as the Hindu festival of Diwali. The college has excellent
arrangements for meeting the needs of learners with dyslexia and a wide range
of adaptive equipment for learners with other needs.
Walsall Independent Living December 2012 Outstanding
Teaching, learning and assessment are outstanding. This is reflected in the very high
proportion of learners who achieve their qualifications. Learners make outstanding progress
in developing their independence and gaining personal and social skills because of the wide
range of practical subjects and activities that tutors use. Learners increase their physical
mobility, become confident to use transport independently and progress on to further
training or employment.
Tutors have extremely high expectations of learners and motivate them well. Tutors use
their skills exceedingly well to raise learners’ interest and get learners to work hard. This
helps learners gain confidence and complete a range of tasks to a very high standard.
Tutors use questions and discussions well to help learners develop their understanding.
Learners receive outstanding care and support. Staff work together very well to provide
an individual support programme for each learner. Excellent partnership arrangements with
carers and specialist support agencies contribute exceedingly well to reducing barriers to
learning.
Tutors use their experience well to plan and deliver a wide range of additional activities.
Learners benefit from, for example, a choir, a reading club, and Zumba lessons, which take
place at lunchtimes. Frequent visits to fairs and shows, such as the Good Food Show at the
National Exhibition Centre, further enhance learning opportunities.
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Tutors are particularly effective at detailed initial assessment, which they use extremely
well to plan courses and lessons to meet the wide range of learners’ specific needs. Support
workers benefit from detailed group profiles, which give them much information on how to
meet the specific needs of each learner.
Tutors make good use of individual targets at the start of each lesson, to ensure that
learners are clear about what they need to achieve in that lesson. Tutors monitor progress
well and learners have an excellent understanding of how they are progressing towards their
targets.
Tutors ensure that all learners engage in practical activities by giving very clear
instructions or demonstrations. For example, learners in a food preparation lesson were
extremely clear about the sequence of tasks, and those in a jewellery class were clear about
how to thread beads and sequence colours.
Tutors make very good use of ICT to support learning and stimulate learners’ interest.
In ICT classes, learners are extremely skilled and confident in using a range of ICT
resources to research items of interest, make animated cards or complete puzzles.
Learners and their parents and carers receive outstanding information, advice and
guidance. The recruitment process is extremely thorough. Staff, learners, and parents and
carers work well together to develop a stimulating learning programme for each learner.
Discussions about progress and next steps are frequent and effective.
The college promotes equality and diversity across the curriculum extremely
well. Learners work very well together in class, and also support and respect
each other very well in the common room. For example, learners are encouraged
to learn sign language to help them communicate with a deaf learner.
2 Islington ACL 2011 Grade 2
Most teaching and learning is good or better. Outstanding lessons are characterised
by very detailed planning. Teachers use their wide-ranging subject knowledge to
enthuse and motivate learners who are keen to apply their new knowledge and skills
with their children, families and in their communities. In good lessons, teachers and
learners use resources, including information learning technology (ILT), effectively.
Equality, diversity, and safeguarding are promoted well and learners develop
supportive and respectful relationships with their peers and teachers. They enjoy
their classes. While progress is made and learning takes place in satisfactory lessons,
they lack challenge and pace. In some lessons, while many learners are eager to
achieve their learning aims, poor punctuality and attendance impede their progress,
a recognised area for development in the self-assessment report.
15. The observation of teaching and learning scheme has been successful in
improving teaching and learning. In 2009/10 just over 80% of lessons were graded
as good or outstanding. This shows a significant improvement from previous years.
Joint lesson observations, undertaken with inspectors during the inspection,
confirmed the accuracy of the judgements made by the service’s observers.
16. The assessment of learners’ work is good. The assessment of their progress and
achievement has improved in most areas and individual learning plans now more
routinely identify clear, measurable targets. These help learners and teachers to
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identify the sometimes small steps made and enable the effective monitoring of
learners’ progress. There is still some work to do to ensure that all targets set for all
learners are specific and measurable.
3 Art and Design Essex Grade 1 2009
The quality of provision is outstanding. Teaching and learning are excellent.
Tutors successfully use their industrial and professional expertise to inform the
setting of imaginative projects and assignments. In the most successful lessons,
learners are challenged to produce work of the highest standard of which they
are capable. Critical and analytical skills are encouraged and developed. In a
painting and drawing lesson, learners evaluate in depth the work of others and
provide comments that are perceptive and illuminating. The debate is expertly
managed by the tutor, and additionally provides evidence for the development
of literacy and language skills. Numeracy is established in many courses
through measuring, calculations and proportion. In a garden design lesson,
learners display advanced skills of presentation. Progress is monitored carefully
on all courses and feedback is constructive. Resources are very good. Centres
are welcoming, in a good state of decoration, and have a good range of
specialist equipment. Wall displays often enhance learning. The development of
enterprise skills to promote economic wellbeing is very good. Vocationally relevant
assignments encourage enterprise skills and many learners progress to freelance
work and self-employment. Some accept commissions for their work in floristry and
others produce cards for sale on behalf of a national charity.
4 Bedfordshire ACL 2011 Grade Two
The quality of teaching and learning is good. Tutors adopt a broad range of different
approaches to motivate and inspire learners. In most classes learners participate
with great enjoyment in lively sessions. Learners make rapid progress and develop
their skills and knowledge very well. They value the experience and expertise of
tutors and achieve good standards of work. The supportive and productive
atmosphere enables the more able learners to help and support others, while
learning themselves. Learners work well together, regardless of whether they come
from different backgrounds or are working at different levels. Tutors offer effective
individual support.
13. The use of ILT in classes varies widely. In the best examples, learners use ILT
imaginatively, but too many tutors fail to use it and recently acquired ILT equipment
remains underused. A minority of classes are dominated by tutors, with insufficient
discussion to test the understanding of learners or reinforce their development of
skills.
14. Tutors systematically record learners’ progress on both accredited and nonaccredited courses. The use of initial assessment is satisfactory. Learners are
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encouraged to reflect and record the skills they are developing in the recently
improved individual learning plan. However, the effectiveness of assessment and
target setting is too variable, with both good and poor practice evident, often within
the same subject area. For example, the recording of learners’ progress and
achievement sometimes does not focus sufficiently on learning and targets are not
specific, measurable and timebound.
15. The improved procedures for the observation of teaching and learning are
having a positive impact on developing and improving the quality of provision.
Observation records are detailed and the grades awarded matched those awarded
by inspectors. However, some observations do not focus sufficiently on the progress
of learners and their attainment, with too much attention paid to what tutors are
doing. Peer support and mentoring are available to those tutors whose formal
observation is graded no better than satisfactory. This provides them with good
opportunities to improve and share good practice.
5 Bury ACL Grade 2 2010
Standards of teaching and learning are generally good with very effective
teaching by well prepared and resourced teachers. In better sessions the use of
information and learning technology (ILT) is very effective. A growing number
of learners use Moodle to communicate with tutors and each other and to catch
up if they have missed a session. However, some lessons are dull and
uninspiring with little use made of ILT. In a few lessons there is too much
emphasis on whole group teaching that does not take account of the individual
needs of learners.
18. The majority of tutors effectively assess, measure and record progress on both
accredited and non-accredited courses. On non-accredited courses tutors and
learners use a variety of methods that are relevant to the subject, with good
use made of digital cameras and recordings. However, tutors do not always
effectively use the outcomes from initial assessment to set targets with
learners. The recording of progress towards learning goals is inconsistent and in
some cases, ineffective. Some learners do not receive the detailed support to help
them identify and overcome barriers to progress.
6 Coventry City ACL 2007
The quality of provision is good. Overall, teaching and learning are satisfactory and
inadequate teaching has been significantly reduced. The number of good or better
learning sessions has recently increased, and further improvements to the standard
of teaching and learning have been identified. In most learning sessions, working
relationships between tutors and learners are very good and practical learning
sessions are productive and interesting. Teaching and learning are good in health,
public services and care. Learning support assistants are enthusiastic and provide
learners with patient, careful and sensitive support. Teaching methods in some ESOL
and ICT learning sessions are not sufficiently effective, with too much reliance on
tutor input, and learning does not always include sufficient learner involvement.
Teaching and learning resources are satisfactory overall and good in ICT.
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Arrangements for recognising and recording progress and achievement on nonaccredited courses are good overall. The service meets the needs of learners and
employers very well. Programmes are carefully planned to provide a particularly
effective balance between accredited further education courses and learning for
personal and community development. The programmes are run from over 70 well
resourced and easily accessible learning venues across the city including libraries,
schools, community centres and voluntary groups.
7 Rochdale Training Association Grade 1 November 2012
Teaching, training, learning and assessment are outstanding and this is reflected in
the high, and in some cases very high, achievements for apprentices and learners.
Learners’ experience of this high standard of training contributes significantly to their
enjoyment of learning and to the good progress they make. In the well-planned and
very effective training sessions learners benefit from a wide range of stimulating
activities that engage their interest, motivate them, developing their confidence and
skills and enabling them to learn and make progress.
- and off-the-job training sessions observed were judged good or
outstanding. Training and coaching in the workplace for learners is of a consistently
high standard. Learning at work is well-structured and planned to support progress
and achievement. Learners engage in demanding activities, develop understanding
and learn skills very effectively through completing challenging tasks to a high
standard, often under pressure in busy environments. Learners gain confidence
through the supportive and well organised approach taken by staff to their
development and learning.
teaching and they use their vocational knowledge very well to help explain difficult
concepts in an imaginative and relevant way. Staff have high expectations of
learners and use creative approaches to make learning interesting and stimulating.
Learners respond well and participate actively. Learners are challenged to develop
good learning and thinking skills, working independently on projects and
assignments. Staff operate very effectively alongside skilled and experienced
employees in the workplace to maximise the learning for their learners.
RTA staff. If required they undertake further diagnostic testing. The identification of
their individual starting points is thorough and learners’ individual needs are carefully
matched to their training programmes. Additional support is available when required
and is effective.
-planned, constructive and thorough. Feedback is accurate and
allows individuals to reflect on where they need to improve performance. Feedback
to learners is good and outstanding for early years apprentices. Learners have a
clear view of how to improve and progress in their programmes of learning. Reviews
of learners’ progress are good. A very large majority of employers are fully involved
in the reviews and provide comments and assessment of progress.
English and mathematics is integrated particularly well into
vocational training. It clearly builds on previous work which supports and develops
18
understanding. In the training centre, English, mathematics and information and
communication technology teaching and learning is effective. In a small minority of
cases learners would benefit from better marking of grammatical and spelling errors
in their assignments and portfolios.
ers
receive regular sessions to guide and assist them in progressing and considering
their options. Staff display a good approach to providing advice and guidance. Early
years learners are ambitious in their career aims and use formal career plans
effectively to plan for their future development.
It is reinforced regularly and thoroughly. Behaviour in training sessions and at work
demonstrates their understanding. Staff are confident in their approach to equality
and diversity topics and skilfully embed them into learning through induction, use of
good resources and through other opportunities in the training programme.
8 Staffordshire Grade 2 November 2012
Managers, tutors and assessors have high expectations of their learners. They
provide good quality care and support and they work hard to motivate learners to
achieve their learning objectives. Outcomes for the very large majority of learners
are good.
aspects that are outstanding. Well-qualified and enthusiastic tutors make good use
of their curriculum expertise to plan and teach high quality lessons that actively
engage all learners, especially in visual arts and training to provide learning support.
Learning activities are carefully selected, relevant and exciting, which help learners
to complete tasks successfully and develop new skills.
onal and academic support. They regularly check
the progress that learners are making and encourage them to produce high
standards of written and practical work. In a very small minority of learning sessions,
tutors do not use the available ILT resources to enhance further the quality of the
session. In workplace learning, well qualified and knowledgeable staff make use of
challenging questions to stretch learners and develop their critical reflection and
problem solving skills.
needs and abilities. The results of initial assessment are generally used well to set
challenging targets in individual learning plans. Most learners progress well.
cedures for recognising and recording learners’ progress and achievement in
non-accredited learning are generally satisfactory. Individual learning plans record
learners’ objectives and tutors regularly review and record learners’ progress
towards achievement. However, in a very small minority of cases, tutors produce a
set of generic targets for the whole class and a few learners are insufficiently
stretched or challenged.
to understand what they have to do to achieve. This enables them to understand
and make progress towards their learning goals while gaining in confidence and
19
acquiring new skills and knowledge. Apprentices receive constructive feedback on
their written work that helps them to improve further.
mathematics skills, particularly in ICT and in visual arts. In the better sessions,
tutors use an innovative range of learning activities to help learners improve their
English and mathematics. In workplace learning, tutors integrate key and functional
skills successfully with apprenticeship training.
ners receive good quality information, advice and guidance. Tutors provide
prospective learners with clear and accurate advice on course content and suitability.
Apprentices receive clear guidance on how their apprenticeship programme is
structured and the options available to them upon completion.
and in training to provide learning support, but generally satisfactory overall.
Learners have an appropriate understanding of equalities that tutors reinforce at
induction and during the programme. Learners treat each other with respect and
support each other well during learning sessions.
9 Salford City Council Grade 3 October 2012
The quality of teaching, learning and assessment in community learning requires
improvement, as reflected in the inconsistency of outcomes across courses.
Teaching is good on some programmes, notably in Family Learning but there are
also weaker features. In particular, the inconsistent quality of assessment too often
reduces the impact on learning.
learning environment that develops learners’ confidence, self-esteem and
interpersonal skills. Tutors’ good individual support in the classroom helps to engage
and motivate learners.
apply what they have learned to new contexts. Tutors use good coaching skills to
help learners reflect on their performance and how they can improve. These lessons
have a lively pace and offer a variety of motivating and engaging learning activities,
including individual, pair and group work.
opportunities for active participation, particularly in larger classes. Tutors too often
miss opportunities to use questions skilfully to draw out learning and check
understanding across the group. A few teaching areas are too small for the number
of learners present and restrict the type of activities that can be used.
and learning. In particular tutors make too little use of ILT, and of media such as
video clips, newspapers and magazines to add variety. Some printed materials are
uninspiring, poorly presented, or too complicated.
Many make good use of contextualised examples to support learners’ understanding
of topics. For example, in Family Learning English and mathematics classes, tutors
explained to the group how their children are taught these subjects in school.
20
effective use of this information to set group and individual targets, including on
non-accredited programmes. However, tutors do not use this information sufficiently
well to plan lessons and activities that meet the range of learners’ needs.
arners understand
specifically how they can improve. A minority of tutors correct spelling and grammar
in learners’ written work to develop their language skills; however, this practice is
not consistent across all programmes.
urses, tutors provide a helpful information and advice
session to learners on further opportunities for study, often with the support of a
representative from a local further education college. The provider’s surveys confirm
that learners value highly the advice and information they receive.
groups and create an environment of trust and respect. In some sessions, tutors
give learners opportunities to explore, debate and discuss issues within the context
of the subject, particularly in ESOL provision. However most tutors miss
opportunities to promote equality and diversity through the planning and delivery of
taught sessions.
10 West Anglia Training Association Grade 3 October 2012
The quality of teaching, learning and assessment overall requires improvement and
this reflects the need to improve outcomes for all learners. While the teaching and
learning of practical topics and key skills are good, the teaching of theoretical
subjects in the classroom is too tutor led and often lacks pace and challenge.
Learners’ attendance and behaviour is good.
differing abilities, particularly when introducing new topics or concepts, giving
learners the opportunity to experiment, ask questions and learn from the
experience. Tutors are caring, patient and supportive. They use the good quality
learning resources effectively to help learners develop their skills and knowledge.
ive sessions, tutors talk too much and use a narrow range of
strategies to engage and stimulate learners. The training facilities at one
subcontractor, although adequate, do not reflect the high standard of equipment
learners will encounter in the workplace.
The majority of employers have established detailed training plans to ensure that
learners gain skills and knowledge in a variety of work environments and are able to
perform more complex tasks as they gain confidence and experience.
and mathematics ability to place them on the right programme and to identify
support needs. Where additional support needs are identified, staff quickly and
effectively arrange appropriate support enabling learners to progress with their
programme of study.
make better than expected progress. The majority of engineering apprentices are
allocated up to 48 months to complete their apprenticeship and the more able
21
learners are insufficiently encouraged, or challenged, to progress more quickly.
Employers are insufficiently involved in setting targets for apprentices during
progress reviews.
demonstrate a willingness to learn. Tutors support them well and help them to
develop good vocational skills and to enhance their personal and employability skills.
However, tutors do not give the development of job search skills the same priority as
vocational skills.
However, in engineering, assessors rely too much on apprentices’ written accounts
of their activities and do not undertake sufficient direct observation of apprentices in
the workplace.
and at work. They clearly understand their responsibilities, which staff routinely
reinforce, resulting in learners being confident in contributing towards a safe
working environment.
diversity which staff develop effectively throughout their programme. However, a
small minority of learners are unable to relate effectively their knowledge of equality
and diversity to practical situations in the workplace.
11 Surrey Hills Onward Learning Grade 4 October 2012
Teaching, learning and assessment are inadequate, reflected in the fact that the
proportion of learners who achieve their qualifications requires improvement and
varies across years and between groups of learners. Tutors, who are knowledgeable,
enthusiastic and have relevant experience, are welcoming and create a comfortable
learning atmosphere. For many learners, this is their first formal educational
experience or the first time they are studying on an externally accredited course;
they enjoy what and how they learn.
ack clear and detailed learning targets. Tutors list the
learning tasks but give no indication how, or why, these activities will benefit
learning. The majority of tutors plan a variety of activities to engage learners.
However, tutors talk too much and do not check sufficiently that learners are fully
engaged or understand explanations given.
on topics. In many lessons learners are given insufficient time before more confident
individuals or the tutor respond to questions. Some lessons are well paced, but in
others tutors do not use time effectively, and lack strategies to vary the ways in
which they might stimulate learners or convey knowledge.
activities. Many tutors use the limited range of information and learning technologies
available in the centre; however, this is not always effective. In one lesson, for
example, learners were unable to see illustrations on a laptop screen. There is no
reliable internet access and the one interactive whiteboard available is precariously
perched on a cardboard box, presenting a health and safety hazard.
22
tutors do assess learners’ existing knowledge and skills well, they do not use this
information in lessons to meet learners’ identified needs. Most tutors make effective
use of individual learning plans to provide learners with feedback on their
performance and progress. However, they do not negotiate and record personal
learning targets on plans, and learners are not sufficiently encourage to take
responsibility for their own learning.
learners with encouraging and constructive feedback on what they need to do to
meet the required exam criteria. A few give guidance on useful websites which
learners can use for independent study.
provide learners with pre-course reading and tasks. The Principal monitors
attendance and most tutors make helpful arrangements to email work to absent
learners, expecting them to take the necessary steps to catch up on missed work;
not all learners do so.
boards and takes insufficient account of the needs of learners aged 16 to 18. Tutors
do cover the full range of topics in the curriculum and provide many opportunities
for learners to practise completing controlled assessments and to gain experience of
working in examination conditions, but most planning is conducted with the needs of
adult, fee-paying learners in mind. SHOL fails to provide learners with enough
information, advice and guidance to motivate them or to identify coherent career
progression routes. Tutors are aware of learners’ specific learning difficulties and a
few make appropriate adaptations to their learning materials. However, tutors do
not actively promote the understanding of equality and diversity in their lessons.
Ofsted ACL inspection data 2011-12
Grade one, Outstanding
Grade two, Good
Grade three, Requires improvement
Grade four, Inadequate
5%
59%
32%
5%
Good or better is 64% and this is at a similar level to the rest of the rest of the sector
Provider
General F.E.
Sixth F.C.
Ind. WBL
23
Outstanding
17%
36%
12%
Good
46%
36%
49%
Satisfactory
34%
24%
35%
Inadequate
3%
3%
4%
Chief Inspector’s report
Adult and Community learning 2011
Adult and community learning covers a wide range of education and training, mainly
for post-16 learners, and is provided by a variety of organisations: local authorities,
voluntary and community organisations, general further education colleges and
specialist designated institutions. In 2010/11 Ofsted inspected 45 providers of adult
and community learning, most of which were local authorities. In 2009/10, the latest
year for which figures are available, the approximate total number of learners with
these providers was 230,000, mostly studying part-time. Of these, 78% were adults
whose main aim was to learn for social and personal development; 19% aimed to
achieve an academic or vocational qualification (including around 1% aged 14–18);
and 3% to achieve an occupational qualification in the workplace.
The performance of providers of adult and community learning inspected this year is
very similar to last year. It is encouraging that no providers were judged inadequate
this year, although the very small proportion of outstanding provision remains a
concern. Forty-one providers inspected in 2010/11 had been inspected previously, of
which 23 improved and only two declined.
Outcomes for learners in providers of adult and community learning inspected this
year are generally good. The social and economic benefits gained by learners
included better communication, literacy and numeracy skills, new work contacts and
improved employability. Learners also increased in confidence and self-esteem, for
example through learning to take on volunteering roles. Providers cited many
anecdotal examples of the progression of learners into employment and other
learning, and a few could demonstrate this systematically. However, improvement is
needed in recording and providing more accurate information about progression into
employment and further learning and in the advice and guidance given to learners
about progression opportunities.
The quality of provision was also predominantly good. However, the quality of
teaching, training and assessment, which forms a key component of the judgement
on the quality of provision, was less positively judged, with 13 of the 45 providers
judged satisfactory and one inadequate. As was the case last year, no provider was
judged to have outstanding teaching overall; nevertheless, teaching was judged
outstanding in 10% of lessons observed. This suggests that although some
outstanding teaching is taking place, quality is not consistent across different subject
areas or courses within a single institution. In previous years, inspections have
identified the need for providers to improve the monitoring of teaching and learning
to drive up quality and this remains an issue.
24
In those lessons where teaching was outstanding, tutors were highly skilled at
providing examples and breaking down complex technical processes for learners;
tutors’ enthusiasm was inspiring. They got the best out of learners and made
learning relevant to them at a personal level. They were often industry or ex-industry
practitioners who brought recent and relevant practice into the classroom. The most
successfully taught subject areas inspected this year were arts, media and
publishing and preparation for life and work. In these sessions, tutors posed
challenging questions, thoroughly checked learners’ understanding and made
learning fun. They enlivened sessions by their skilful use of technology and provided
excellent examples, explanations and demonstrations.
Improving teaching and learning featured as an important recommendation for many
providers. Key issues included insufficient focus on learning or assessing learning
needs; unimaginative use of technology; and a lack of clarity in what tutors expected
learners to do or achieve. Some sessions were let down through tutors’ lack of
expertise in the subject. These issues are similar to those identified in 2009/10.
Leadership and management were generally good as many leaders provided clear
strategic direction and promoted ambition well. Value for money was good or
outstanding in 32 providers, of which five were outstanding, even where there were
funding reductions. In order to improve leadership and management further,
providers need to sharpen their self-assessment and the quality of monitoring of
dispersed provision that is subcontracted or delivered through partnerships.
Promoting equality and diversity is a particular strength of this sector. Twenty-nine
providers received good or outstanding grades for equality and diversity. Adult and
community learning providers generally excelled at including and engaging
vulnerable and hard to reach learners through outstanding partnerships. Fifteen
providers received outstanding grades for their work with a range of community
organisations that impacted positively on the lives of learners with extreme barriers
to learning such as mental health difficulties or a history of substance abuse. No
adult and community learning provider was judged inadequate for safeguarding.
Partnership working also helped to support learners with learning difficulties. Many
adult and community learning providers worked effectively with partners to provide
these learners with excellent resources and a range of programmes to fit their
different learning needs. They also supported volunteers who acted successfully as
learning champions. In addition, family learning partnerships engaged many hard to
reach learners through effective engagement with local schools.
25
OFSTED OUTSTANDING LESSONS
Each of the following quotations is from a different ‘outstanding’ provider Ofsted
inspection report. They collectively illustrate the key features of a grade one lesson.
Planning
“Teaching is very well planned and all courses have detailed and thorough schemes of work”.
Classroom environment
“The display of relevant technical information, charts, posters and students' work on the walls of the
classrooms contributes to a welcoming and stimulating learning environment”.
Aims
“The aims of every lesson are displayed and shared with students at the start “.
Recap
“Each lesson begins with an initial test, revision or review questions, which provides a stimulating start
and a chance to reinforce students' understanding of earlier work”.
Presentation skills
“Teachers are knowledgeable, enthusiastic, and inspirational, skilfully imparting their passion to
students”.
Variety of teaching strategies
“Teachers use a wide range of imaginative teaching strategies. These include revision games, group
and pair work, debates and presentations”.
Questioning
“Students are expected to articulate answers to questions in some depth, and are gently discouraged
from monosyllabic responses”.
Integration of key skills
“Key skills opportunities are identified by teachers”.
Differentiation
“Activities have been devised that will stretch and challenge the more able students and also enable
the weaker students to learn effectively”.
Promotion of ILT
“Teachers offer useful and interesting website addresses to assist students with their research.
Computer-based resources are used effectively for learning and good use is made of Internet
research”.
Assessment and targets
“Marking is meticulous and feedback gives students clear guidelines on ways to improve their work.
Students are set demanding minimum performance standards at the start of their course”.
Developing learner skills
“Students learn how to be critical and analytical as well as gaining good subject knowledge. They
understand complex issues and theories, and demonstrate high levels of evaluative skills. Additional
skills, such as group work and oral skills, are well developed through the teaching and learning
methods used in the classroom”.
Summation
Learning is constantly checked and summarised well at the end of lessons”.
Independent learning
Very high quality, extra material is available for extension activities, some of which are on the
college's intranet that the students access at home”.
26
ENTHUSIASTIC LESSON STARTS
A fun, upbeat start to a lesson will put students into a positive frame of mind, arouse
their interest, aid motivation, enhance rapport and help to develop a sense of group
identity. Starting each lesson with an interesting appetiser will also help to promote
punctuality because students will not want to miss it.
Appetisers
You might prefer the term icebreakers, starters or awakeners but whatever the name
the purpose is to grab attention, spark questions and introduce a ‘feel good’ factor to
settle the students into the lesson. Ideally you are looking for 2/3 minute bursts of
information, challenge, or fun.
Some of the things you might consider are:
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27
Brain music – a short burst of music with some information about the
music and composer – helps to extend general knowledge, expose to
wider music musical range. Can turn into music of the month and invite
students to submit a favourite track plus why they think it is good. Can also
build in cultural diversity in the selection of music and or types of music
soul, jazz, rock, hiphop, garage etc. Give praise for choices of music not
sarcasm if you want to build motivation, rapport and confidence over time.
Image of the week / month – an arresting visual of a place, event, object,
person, painting etc. Can obviously be subject linked and easily sourced
on Google or to highlight cultural diversity or to link into current affairs,
relevant anniversaries etc.
Website of the week / month – a useful website linked to the subject
area or of wider study benefit. Can invite students to submit websites they
would recommend to others for study help or subject information. Helps to
raise question of reliability of websites and of avoiding the temptation to
plagiarise. Warn your students that Edexcel and a growing number of
universities ( currently 60%) are using Turnitin software from Northumbria
Learning which scans over 4.5 billion web sites for text matches with
students coursework. The software is very fast and reliable.
Book of the week / month – subject related or of wider educational
interest.
Museum/Art gallery of the week / month – most museum collections are
online so highlight one that is good for the subject area, encourage
students to visit if they can.
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Charity of the week / month – highlight a relevant charity and their work
and make current in the run-up to a relevant fundraising day.
Employer of the week / month – highlight a major employer linked to the
relevant subject area, the sorts of jobs on offer, qualifications expected
and possible future salaries. Helps future motivation.
Study tip of the week / month – Highlight effective approaches plus
invite students to submit their own study tips and how they revise and
learn – can extend to address stereotype that prompt boys are less
organised and systematic than girls and prompt consideration of effective
study methods.
Quote of the week / month – who said it and context – can be subject
related or of wider interest. Same approach for the following:
Key statistic
Key person
Key date
Key discovery
Key invention
Key concept / subject vocabulary plus spelling test!
Key event
Key hypothesis
Thunks – one minute reaction to one side of the proposition and one
minute on the other. Could we live without electricity? What was the
world’s greatest invention? Why is grass green? What is green? Is our
quality of life better than it was 200 years ago? Is it important to be able to
cook? Is Jamie Olive right? Should we protect whales? Is eating meat
wrong? Should we clear up after our dogs? Should you flash your
headlights to warn other drivers of a police speed trap? Is smacking
children wrong? i.e. any question to provoke thinking and comments and
can of course make subject specific. Oral skills and developing and
expressing opinions is an important life skill plus developing the tolerance
of hearing and accepting contrary opinion.
Brain teaser challenge – this more fun type approach might be reserved
for the approach to a holiday to build a sense of relaxation plus the
following:
Wacky fact
Strange but true stories
Breaking records – any record from The Guinness book of records,
sporting records, achievements etc.
What would you do? – a restaurant dinner isn’t up to standard, Someone
bunks the supermarket queue, you find a twenty pound note, you find a
bag with £100 in it, you see someone shoplifting. In other words any broad
moral dilemma.
It should be possible to have a different appetiser for every week of the term. One
per week, at random, rather than one for every lesson might work best to ensure that
it doesn’t become entirely predictable. Once entirely routine the impact will be lost. If
this is the case then drop back to once a month. Try some of the suggestions and
see what your students respond to best and best suit your teaching style and subject
28
area. Any good bookshop has lots of compendium style books, books of lists, quiz
books, key fact books etc to feed the above activities.
29
The big picture introduction
Avoid a rapid reading of formal lesson objectives to your students. The formal
objectives will be in your lesson plan and available for the inspector or lesson
observer to scrutinise but often they will make little sense to your students. Seek
instead to build and share the ‘big picture’ with your students and to expand beyond
a bare reading of aims and objectives. Why is the topic important? How does it link
to last week? How does it link to the specification? How does it link to the world of
work or university expectations? What sorts of exam questions are linked to this
topic? What should they know by the end of the lesson? What are the success
criteria? Consider a checklist of key questions that all should be able to answer by
the end of the lesson ( pass standard) plus some wider challenge questions for the
more able. Entering a lesson with differentiated questions should promote a sharp
focus on learning because the lesson should build and confirm the answers to the
questions. Also highlight the range of activities that the students will be engaged in
during the lesson. Apart from exploring the relevant key facts and knowledge
associated with the topic what key skills will be promoted and developed by the
activity? Why are these skills important for later university and/or employment? It is
within this type of ‘big picture’ introduction that the key hallmarks of highly effective
teaching can shine through i.e enthusiasm, passion and inspiration. Can you say,
‘You will all enjoy this lesson......? If not, why not?
Visual big picture
Consider supporting the ‘big picture’ introduction with some bright visuals to
capture attention and as an aid to memory and self assessment. Try displaying your
key objectives or questions within a bright, colourful chart by selecting one of the
many standard organisational charts available in Microsoft WordTM and Powerpoint
TM.
Place the lesson topic into the centre circle e.g. ‘Cold War’ and the related objectives
into the outer circles. Add circles or take away circles as required. Project the image
using Powerpoint and take the students around the circle, building the ‘big picture’
as you proceed.
30
ACTIVE RECAPS
Never skip recap and leap straight into your lesson. Effective teaching leads to
learning. A week is a long time for the memory never mind a month! How much
have your students retained and how much do they understand?
The purpose of recap is not just to remind students of what they covered last week
but how far they have learnt it! There is little point in introducing a new topic if they
are still struggling with the last one! Lesson plans are plans and should be adjusted if
more time needs to be devoted to a given topic.
The best recap techniques go beyond question and answer into active learning
techniques that seek to engage and draw in all students so that the learning of all
may be judged. Here are three examples of active recap techniques selected from
21 listed in Outstanding teaching and learning 14-19.
1. Space Traveller/
Earthlings
List key subject concepts, specialist vocabulary or
points from previous lessons and in pairs, each person
takes the role of the space traveller or earthling.
The space traveller asks:
What is meant by……?
How does X work………?
How do I …………….?
The traveller must play the part of being completely
ignorant of all concepts and consequently the
Earthling
must
provide
a
detailed
definition/explanation. Use to assist students who
were absent to pick up on what they missed. Use to
test recall and understanding. Conclude by asking
key questions of the whole class to confirm full
understanding.
2. One Minute
Students speak for one minute on a given key topic or
question. May pass - keep fast and to strict time and
offer lots of encouragement. Can pre-print key topics
on small cards for students to select at random.
3. Ten key questions
Issue a handout with ten key questions from last
week’s lesson and give only three to five minutes
to answer as many out of ten as they can.
Graduate the questions so that the first six are
31
fairly straightforward but expect deeper answers
for questions 7-10. Check answers with a show of
hands and pick out some students to explain and
say more about the answers. Encourage those
who are uncertain to say so and check that they
understand the explanation given by a fellow
student.
Traffic lights cards
An extension of the above is to ask questions and
for each one ask the students to hold up green,
amber or red coloured card or post-it notes.
Green for I’m confident I know the answer,
amber for I think know and red for I don’t know!
This ensures all participate and answer.
Ask
‘greens’ to explain the answer to ambers and reds
in small groups for an extension. Then check
learning again to see if all go green.
Traffic light colours
A further variation is to issue individual sheets of
coloured dots in the traffic light colours. Invite
each student to stick a coloured dot against each
question on their handout according to their level
of understanding as highlighted above. List the
same questions
( by number if lengthy) on
Flip-Chart paper and place up on the classroom
wall. Invite all to repeat their personal scores
onto the Flip-Chart paper but this time using
large dots for greater visual impact. This will
show the consensus e.g most of the dots against
question three might be green indicating the
majority are confident that they understand the
answer whereas a large cluster of red dots against
question five highlights misunderstandings in
relation to that question to be resolved. Invite
students posting green dots to confirm he
answers for the benefit of all. You will discover
that W.H. Smith and Staples will sell packs of
small and large coloured dots.
Mini white boards
Ask multiple choice questions or questions that
only demand a one word answer and invite
students to write their answer on the mini white
board.
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INTERACTIVE LESSONS
We learn by doing. How did you learn to:
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Walk?
Talk?
ride a bicycle?
bake a cake?
climb a tree?
write a poem?
write an essay?
surf the internet?
download music?
build a wardrobe from a flat pack?
Learning by doing dominates the primary classroom and therefore most of us have
happy memories of regular active learning methods. The very short attention span of
children also demanded short, sharp learning activities to keep the children engaged
and motivated.
However, at the secondary phase teachers, faced with lots of information to convey,
settled into the ‘I tell and you listen’ model of teaching or essentially the talking
textbook! The active learning methods and sitting in groups enjoyed in the primary
sector gave way to straight rows and long presentations of information from the front.
Remember the roller chalkboard? The teacher filled the board with notes as you
fought to keep up and rotated it while chiding you to copy faster! Learning was
reduced to listening and copying and when attention spans began to wander firm
discipline was used to insist that your role in learning was to be a passive receiver of
information.. Questions from students for clarification or extension were often
regarded as criticism and met with a pained expression from the teacher and the
statement, ‘you should know that – I covered that last week’. The Christian Brothers
school organisation in Ireland has recently closed down and offered an apology to
the thousands of young people who were regularly beaten for even the slightest hint
of not paying full attention.
Boys in particular often revolted against this type of learning experience and began
to be labelled difficult or even stupid. Many by age 14 were eager to leave school
because their experience was largely one of personal failure and an endless flow of
negatives. However, few thought to question the teaching style or to consider, is
there another way to convey all this information? There is another way. The answer
is to build participation and involvement in lessons by using active learning
techniques that cover the information not by listening and copying but by drawing the
information from different sources, discussing it with others, questioning it and
arriving at conclusions and understanding. Instead of most of the class time being
devoted to information transfer it switches to investigation and opportunities to
improve functional and employability skills.
33
Engaging adults
Adults are often perceived as being wholly different to younger students in their
approaches to learning hence we talk of andragogy ( man leading) rather than
pedagogy (child leading) but there are perhaps more commonalities than
differences. The essential difference is that adults have acquired a wider and deeper
set of experiences which have shaped their opinions and views and as a
consequence they may often hold entrenched opinions of their abilities. We may
hear comments like I can’t do…? or I’m no good at ..? The act of enrolment in
adult education tends to confirm this proposition in terms of a personally identified
learning deficit i.e. a qualification or learning not gained at school. In this context
there may be a negative mindset of ‘can’t do’ which is an immediate barrier to
learning rather than the acknowledgement of missed learning opportunities or
unfavourable learning circumstances. However, many adults are also very successful
learners who are returning to the classroom to gain new skills to enhance their
leisure, employment or life. Life experience in either case can manifest itself in fairly
fixed opinions and attitudes that have been consolidated and unchallenged over time
by family and peer group and this may lead to discomfort with alternative
propositions. In addition, many adults may feel vulnerable in returning to lessons
because the action cedes control to a teacher and rather than choosing to do
something they may be asked to answer a question or to move into pairs or to write
something or to complete a calculation. Directed tasks of this type can raise
‘completion anxiety’ essentially the fear of giving a wrong answer and so often adult
students seek not participative learning but more formalised or directive learning i.e.
rather than risk an answer or an opinion they wish the teacher to state the ‘correct’
answer to record. This preference for direction is most often a reflection of past
school experience, as indicated above, when perhaps lessons were fairly didactic
with a process of ‘chalk and talk’ or direct copying of notes from a board. To assist
adult learners to see the value of participative learning the following three strategies
are useful:


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Explain the purpose of the activity e.g. why do you wish them to work in
pairs? What they will gain from this activity and how it will help to improve
their understanding and learning? Adults will accept an active learning task
when they appreciate the point and purpose i.e. it is not just a game or
activity for the sake of it but there is a serious underpinning purpose in terms
of what they will discover, learn and gain.
Establish relevance of the tasks or learning approaches or assessment
activities in relation to the exam requirements, skill requirements or wider
work requirements or employability skills development. Once adults ‘buy-in’ to
how the task fulfils exam or employability requirements they are again more
likely to participate.
 Ensure choice over aspects of the curriculum, timings and sequence of topics
and learning activities but choice that still builds in a variety of active learning
approaches i.e. the choice is between a discussion in pairs or movement into
a group or studying X before break or after break. Offering all students, but
adults in particular, some semblance of control will assist all to feel more
relaxed and encourage participation.
Applying a purpose, relevance and choice will assist the learning process but like
younger students be alert to individual progress. Adults will not return and commit
themselves to learning if they judge that a new skill is too difficult and so ensure
that the first sessions introduce bite-size learning and immediate, positive ‘can do’‘
experiences.
Questioning methods
Ideally all students should be drawn into question and answers sessions but
many are reluctant to get involved for fear of being wrong. A range of active
questioning techniques can assist passive students to become engaged. They
also offer the teacher real time feedback in terms of what the students know and
understand so that misunderstandings can be corrected. In addition many of the
questioning techniques highlighted below are designed to invite the students to
pose the questions and this will help to significantly deepen learning. Here are
four examples from a selection of 21 in Outstanding teaching and learning 14-19.
Stand up
One minute
Bronze, Silver
and Gold
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Invite the class to stand-up and each person can only sit
down after they have answered a question correctly. Clearly
you can direct basic factual questions and more demanding
questions to different students as appropriate.
Place the class into pairs and give one minute to consider an
answer to a key question or concept. Use a countdown timer
to add pace. Gain answers and comment from each pair
before confirming the answer(s) and build full understanding
of the issue or concept. Discuss any wrong answers and why
and how the wrong conclusion was reached.
Place the class into pairs or small groups and have questions
pre-prepared on small colour coded cards. Bronze questions
are worth one point, Silver two points and Gold questions
three points. Each team selects which level of question to
answer. Set a time limit or a points total and the team with
the most points at the end of the time limit or first to hit the
points total wins. For correct Gold answers perhaps offers a
Gold coin as a reward available from any supermarket or for
a real treat large gold coins available from Starbucks. For a
special quiz attach ribbons to the gold coins and present to
Post it
the winning team.
Invite all to write a question on a post-it note and stick to a
sheet of flipchart paper. Use a standard colour for the
questions. Next ask each student to select a question they can
answer and to write their answer on a post-it note but adopt a
different standard colour for the answers. Finish by placing
the post-it notes into two columns with questions and
answers matched up. Confirm all answers. As a variation
place the class into two teams and ask each team to write
questions on a specified topic. Post the questions on a sheet
of flipchart paper and each team should answer the questions
set by the other team. Set a time limit with a Powerpoint
timer to give a competitive edge; check the answers and
declare a winning team.
Group working
Our aim, as teachers, is not only to ensure that learners have the knowledge and
skills to pass the exam or practical tests but also the key and personal skills required
for effective interaction in the world of work and wider multicultural society i.e can a
learner establish good team relations, tolerate other views, articulate and sustain
own opinion, wordprocess a crisp clear report, analyse a spreadsheet, research a
topic, use the internet, give a presentation etc. A narrow range of teaching methods
directed at cognitive learning might result in the learner passing his or her
examinations but lacking the wider skills indicated? How will the learner develop
those skills during your lesson over time ?
A large part of the answer rests with group working – once learners are engaged in a
group activities key skills and deeper topic knowledge are developed.
Group Structure
Group often falls flat because some learners become ‘passengers’ and contribute
little or some are overcome by the idea of giving verbal feedback. The answer is to
introduce more structure and to allocate roles within the group. Learners are often
uncomfortable in groups because they are uncertain of their role and how to best to
interact with other groups members. All learners will benefit from clear roles and an
acknowledgement of their personal learning styles and skills. Hopefully Induction
courses will have involved discussion of different learning styles and this discussion
can now be raised in the classroom with an acknowledgement of different skills and
abilities. Not all learners are confident presenters but may have another useful skill.
Consequently by allocating roles within the group we can differentiate and play to the
strengths of each learner.
However, ensure that overtime the roles are rotated and that appropriate teaching
and support models and helps to develop the skill set related to each role. Clearly
the roles adopted link to the future demands of university and/or employment. Make
reference to programmes like The Apprentice to get your students to realise the
importance of developing skills within the following roles.
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Group roles
The following group roles might be considered and allocated:








Leader – co-ordinates the discussion/task and ensures all have a say and
complete the set task within the time limit.
Recorder – records the key points made and any decisions arrived at and
prompts as appropriate.
Visualiser(s) – produce any specified visual outcomes for the discussion i.e
spider diagrams, posters, powerpoint, display.
Statisticians – produce any tables, charts, diagrams required.
Researcher(s) – find out additional information as required from textbooks,
video, library, newspapers, internet etc
Interviewers – plan questions and conduct any necessary interviews /
surveys of opinion etc
Writer(s) – draw together all the information from the different sources and
produce an overview summary findings
Presenter(s) – deliver the oral overview presentation of all findings /
outcomes.
Offer learners a choice of role and highlight the importance of each person’s role –
all roles are essential to the successful completion of the task – this mimics future
employment demands and team working. The element of choice and completing a
task that fully engages is a powerful motivator.
Design the group task so that there are sub tasks to ‘feed’ the various roles. Invent
more roles as appropriate or delete some if they do not fit your plan of action. If
wished carry a group task forward over a week or several weeks and expect the
roles to be followed between lessons and for the Chair and Recorder to take charge
of overall progress. This emphasises the importance of independent learning and
promotes effective learning co-operation outside the classroom. In this way large
parts of the curriculum can be explored to a greater depth than classroom time
permits and will result in much deeper and more meaningful learning.
Group membership
On some occasions permit learners to work in friendship groups but also regularly
place into random groups and especially in September/October to build and
encourage class bonds across gender, ethnic and past school divisions. Think
beyond the 1,2,3 technique of dividing the class into groups to improve interest and
motivation. If a catering course name the groups after famous chefs and adopt a
similar approach in Engineering, Science, History, Fashion etc. Tease out some
learning about the individuals as students move into the groups. Alternatively for a
sense of fun try more random divisions like birth signs, alphabetical groups, colour,
chocolates or sweets with a small sample etc.
Beyond facts
To contribute to the development of Personal Learning and Thinking Skills ensure
that the group task involves, evaluating information, arriving at judgements and
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decisions and helping learners to form and hold opinions. This might be achieved by
issuing templates to support learning related to:





Rank orders – pyramid /diamond formations
Flow charts – decide best order for a process
For/Against - listing pros and cons ready for debate/discussion
Judgements- arriving at decisions perhaps based on case studies
Categories - placing information into appropriate categories.
Presenting group outcomes
Consider one or more of the following methods of presentation to deliver more
visual learning impact:











Powerpoint
Flipchart – spider diagrams - mindmaps
Posters
Pyramid / Diamond display
Washing Line display
Intranet pages
Blog
Report
Podcast
Video
Display
Give precise directions e.g. To write a one page summary of findings/conclusion
or 500 word statement. This ensures a standard product to be copied and shared
with all learners. Or specify a 3 minute oral presentation with standard sub
headings to ensure all address same points. Specify to be supported with
Powerpoint if appropriate and specify a 10 slide presentation with use of colour
and points for good design etc. Or issue a flipchart page and invite to set out as
an attractive poster with a mixture of some visuals, tables and text to summarise
findings.
Overall group working avoids the trap of ‘chalk and talk’ and involves learners
directly in their own learning and hopefully motivates and raises personal
confidence over time.
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21 Active group strategies
Only five examples are shown here to reduce printing from a selection 21 in the
textbook Outstanding and learning 14-19.
1. Impact pyramid
Issue your class with a case study of a new
theory, new product in the market, new
development, new road, new airport, new
law, outbreak of food and mouth disease,
rise in unemployment,
increase in
population, increase in global temperature,
discovery of a major new oil field etc. We
can also introduce the ‘What if’ question in
terms of what if this change occurred?
There are changes and developments
within all subject areas and we can
encourage higher order thinking by
inviting completion of the Impact
pyramid. Reproduce on flipchart paper
for instant classroom display.
2. Rank order pyramid
1
2
4
7
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3
5
8
6
9
1
10
00
Can you identify a top set of reasons,
theories, explanations, factors etc and
invite the students to place into a rank
order of importance, difficulty, logic,
relevance, impact, change i.e whatever is
most applicable to the issue under
discussion. The pyramid can be placed on
a handout for individual or paired
discussion and completion followed by a
class consensus on flipchart paper.
Alternatively the pyramid can be
constructed from individual Post-it notes
with one issue per Post-it. For greater
impact prepare a set of the ten
points/issues in giant font on individual
A4 coloured paper/card. Invite the class to
stick on the wall in their preferred order.
If you have a Smart board the duplicate as
text boxes on screen and invite the
students to re-arrange into their agreed
rank order. For a fun task ( but still
curriculum linked) dip into one of the
many top ten list books on the market and
invite student opinions on the top ten
holiday destinations, best selling cars, best
selling albums, most popular PrimeMinisters, fastest sprinters, most popular
vegetables by sales, highest selling laptops
etc.
Concept
Definition
3. Match
Issue a worksheet with two columns of
key concepts and definitions and list as
many as you wish. Mismatch the order
of the concepts and the definitions and
invite the students in pairs or small
groups to correctly match-up by
drawing lines between. Alternatively
print onto card and cut out to make a set
of cards for the students to sort into
matches on their desk top. In Maths it
can be questions and answers etc.
4. Poster
Invite students to research a topic in
more depth by creating a poster
composed of at least four sections. The
title goes across the top. The first square
should be an image that illustrates the
topic theme e.g. a person, place or
object. The second square a text box
with some descriptive overview text.
The third square some relevant data or
statistics linked to the topic and
presented as a chart or a table. The
fourth square recommend key websites,
books or periodicals for further
information on the topic. Perhaps in
groups of four one student can take
charge of a section each and overtime
all rotate to develop and refine the
different skill sets.
5. Similarities and differences
Differences
Differences
Similarities
Discuss and compare and contrast two
theories,
developments,
products,
leaders, events etc. List similarities in
the
centre
circle
and
significant
differences in the outer circles e.g.
comparison of two cars in motor
vehicle, two computers, two holiday
destinations,
two
leaders,
two
economic policies, two pathogens etc.
Marzano identifies this as one of the
most
significant
promoting evaluation.
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activities
for
LESSON ENDS
Often the first clue that a teacher receives that the end of the lesson has arrived is
the sound of chairs being pushed back and files being packed away. If control is not
immediately asserted then some students will be out of their chairs and walking
towards the classroom door before the teacher can even say, ‘see you next week’.
Aim to end exactly on time and to close the lesson with a final check on learning, a
summary of learning and a ‘bridge’ to the next lesson. As the Ofsted criterion states
our purpose is a crisp end. Definitions of crisp may vary but essentially crisp means
short and to the point and so our summation will target 10 minutes. Consequently
keep your eye on the clock and warn the students that the end of the lesson is
approaching. Take control or else the students will.
Learning checks
Here are five examples of how to check learning at the ends of lessons from a much
wider selection.
1. visual template
Invite the students to work around the key objectives
displayed on a visual template as described in Chapter Six to
confirm key learning. This can be accomplished in a fast
dialogue to question, check and confirm the key points to
record.
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2. Self assessment
Use the self assessment table described in Chapter Four for
all to identify;
I understand…
I have a few questions about…
I need further help with…
3. summary
Invite all to write a paragraph summary of key learning and
to ask any questions that the activity provokes. Or
alternatively to write three bullet points on what they have
learned and to compare with their neighbour.
4. twitter
As above but tap into the ‘twitter’ culture by asking all to
write a learning summary of no more than 140 characters.
This is approximately two average sentences or if you want
to stretch it a bit set a limit of three short sentences. Display
the most succinct and imaginative summaries. This is
perhaps the modern day equivalent of writing a Haiku that
many of us Generation X types will remember writing.
5. Post-it!
Place a sheet of flipchart paper on the classroom wall have
two different colours of post-it notes available. On one
colour direct the students to write one key thing ‘I’ve learned
in today’s lesson’ and on the other to note one key thing ‘I’m
still uncertain about’. Clearly they can write more than one
thing in each case but all should write at least one point each.
All can post their notes as they leave the room and this
should form the basis of the recap in the next lesson.
Bridge to next lesson
Promote independent learning by setting a ‘bridge’ task involving some advance
research linked to the next lesson. Bridge tasks do not involve any marking but do
raise the importance of students working hard outside of the classroom. Here are
five examples from a much wider selection.
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1. Biography
Devise a standard A4 template with space for a photograph and a
series of standard subheadings to trap key information about the
individual e.g. early life, education, employment, contribution. Go
for a standard one page layout to keep it short and sharp with
standard sub-headings to prevent a simple print off or cut and
paste from the internet. The aim is to prompt some investigation,
reading and summarisation of the individual’s career and
importance. You might offer a choice of individuals to research
because students often like to exercise choice and the outcome is
instant classroom display.
2. Fact sheets
As above but in relation to key places, events, discoveries,
equipment, objects, concepts – whatever fits your topic area. In
Land-Based it might be plants or animals, in Travel and Tourism a
holiday resort and in Science a discovery etc.
3. Web Guide
Identify useful websites to support the topic or subject. Invite
evaluation and recommendations and prompt a few students to
present useful websites to the rest of the class. Extend into a
collation of recommended websites on the College VLE or as a short
Web guide to…?
4. Read
Specify a reading and note-taking task from a recommended
textbook held in the library collection to encourage the students to
explore the library collection. While they are there they might take
other books off the shelves.
Keep the task brief i.e to read a
specified chapter rather than a whole book. Issue a question to
explore and to find an answer from the specified chapter or to
arrive at an opinion.
5. Watch
As above but a recommendation to watch a specified DVD within
the library collection. If the DVD is held by you or your
Programme Area then the library staff will probably agree to
holding it for a week and issuing it over the counter for viewing
within the library. The same might apply to the reading task if the
recommended book is not held by the library. Issue a worksheet
with four or five key questions to answer while watching the DVD.
Watch might also apply to an up and coming TV programme or to
find and recommend a good video sourced from You Tube to
recommend to others. Build any useful ones identified into future
lessons.
Struggling to understand
The consequences of not introducing effective questioning to lessons is revealed
every year by the publication of exam howlers. Less able learners end the course
with only a shallow grasp and understanding of their lessons. This reveals the
poverty of effective teaching and learning techniques in our classrooms. The
application of effective questioning in particular and active learning techniques would
expose these types of misunderstanding and poor expression.
Consider the following random exam howlers from GCSE exams:
Q: Name the four seasons.
A: Salt, pepper, mustard and vinegar.
Q: Explain one of the processes by which water can be made safe to drink.
A: Flirtation makes water safe to drink because it removes large pollutants like grit,
sand, dead sheep and canoeists.
Q: How is dew formed?
A: The sun shines down on the leaves and makes them perspire.
Q: What is a planet?
A: A body of earth surrounded by sky.
Q: What causes the tides in the oceans?
A: The tides are a fight between the Earth and the Moon. All water tends to flow
towards the moon, because there is no water on the moon, and nature abhors a
vacuum. I forget where the sun joins in this fight.
Q: What guarantees may a mortgage company insist on?
A: If you are buying a house, they will insist you are well endowed.
Q: What happens to your body as you age?
A: When you get old, so do your bowels and you get intercontinental.
Q: What happens to a boy when he reaches puberty?
A: He says goodbye to his boyhood and looks forward to his adultery.
Q; Name a major disease associated with cigarettes.
A: Premature death.
Q: What is artificial insemination?
A: When the farmer does it to the bull instead of the cow.
Q: Give an example of movement in plants, and an animal that cannot move?
A: Tryphids & a dead cat.

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In midevil times most people were alliterate. The greatest writer of the
futile ages was Chaucer, who wrote many poems and verses and also
wrote literature.

Gravity was invented by Issaac Walton. It is chiefly noticeable in the
autumn when the apples are falling off the trees.

Beethoven wrote music even though he was deaf. He was so deaf he
wrote loud music. He took long walks in the forest even when everyone
was calling for him. Beethoven expired in 1827 and later died for this.

Queen Victoria was the longest queen. She sat on a thorn for 63 years.
She was a moral woman who practised virtue. Her death was the final
event that ended her reign.

John Milton wrote Paradise Lost. Then his wife died and he wrote,
‘Paradise Regained’.

The general direction of the Alps is straight up.

The Andes are a race of people living in North America

The Dutch use water power to drive their windmills

The Persians outnumbered the Greeks because they had more men.

Joan of Arc was Noah’s sister
The following howlers were published in the Times Educational Supplement
Key Stage Three exam questions on Shakespeare:
1. Macbeth is a cowardly custard. His wife was sex starved and he gets his
come-uppance because as my mum always sez wot goes around comes
around.
2. Lady Macbeth sez to Macbeth, ‘sort your head out’.
3. When Macbeth hears of Lady Macbeth’s death he goes into full-on soliloquy
mode.
4. Lady Macbeth had a desire to have Macbeth on the throne and asked him to
show her his manhood.
5. The witches and the dagger weren’t there, Macbeth had been smoking up and
imaged them all.
6. When asked how the balcony scene ended in Romeo and Juliet one student
offered, ‘they jumped into the swimming pool.’ He had apparently watched the
modern film version.
7. Macbeth is like a snail shell without a snail when Lady Macbeth dies.
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