2. ?PlanningPLNHoDs&LearningLessonObs 3.
ChallengeObjectivesQuestioningDifferentiationTransitionsPLANNING 4.
WHYHOWWHAT 5. REDUCE INCONSISTENCIESEFFECTIVE USE OF TIMECLARIFY
EFFECTIVE LEARNINGBETTER INFORMED/SUPPORTEDRAISE THE BARSHARE MORE
IDEASREFLECT 6. Expert Learning? Prior Knowledge Relevancy Outcomes
Differentiation Questioning Problem solving andIndependent Learning
BLP Modelling for understanding Consolidation Marking &
Feedback 7. LEARNINGLOOPObserveLearningDEPLOYModelingTeach
newknowledgeReflectionMetacognitionPriorKnowledgePracticeFeedbackSuccess&
failureTaken from D.Didaus Anatomy of an Outstanding
Lessonhttp://learningspy.co.uk/2013/03/08/pedagoo-london-presentation/Repeat
8. Planning Questions1. What do I want them to know at the end of
the lesson?2. How does this build on what they learnt last
lesson?3. What tasks will model and help practise the learning?4.
What/how do I want to assess them and develop feedback?5. How will
I support specific students?6. What will be the Get in and get on
task? 9. 1. OBJECTIVES WHY? Be able to name. Be able to list 3
ways. Be able to understand. 10. OBJECTIVES BLOOM 11. KARBON
PRESENTATION 4 22LEVEL 13, 82 SPENCER ST, MELBOURNE 12.
Outcome:Give detailed e.g. oforganism adaptationsto environmentSo
that we canLearning:To be able toDesign an organismthat lives in
aspecific habitat 13. 2. LAST LESSON? How do you know what they
know? Feedback from Questioning Observation whilst they were
working What did you find from the marking/assessment?MARKING IS
PLANNING 14. 3. TASKS NOT ACTIVITIES Model and deliberate practise
Focus on the higher order verbs Clear SUCCESS criteria Share and
celebrate excellentwork TIME FILLERS 15. 4. ASSESSMENT Focus on the
OBJECTIVE of thelesson Tasks should be DIAGNOSTIC who is best to
mark them? Avoid marking complete work focus on
sectionsMarkingQuestioningOBSERVE 16. QUESTIONING Open/Closed PPPB
TV Questioning Columbo Questions Hinge Question Grid Socratic
Questions Question FormulationTechnique 17. Question
Grid?Is?PresentDid?PastCan?PossibilityWould/could?ProbabilityWill?PredictionMight?ImaginationWhat?EventWhere?PlaceWhen?TimeWhich?ChoiceWho?PersonWhy?ReasonHow?MeaningDeeper
QQuestion Focus:- define, describe, analogy, explain,
comment,classify, compare and or contrast, cause, effect,
sequence,create, analyse, evaluate, generalise, predictHighlight
your question focus1. Focus 2. Grid 3. Socratic Circle questions
(help cards if needed) 4. Switch effect.+-significance1st2nd 18.
Question
Grid?Is?PresentDid?PastCan?PossibilityWould/could?ProbabilityWill?PredictionMight?ImaginationWhat?EventWhere?PlaceWhen?TimeWhich?ChoiceWho?PersonWhy?ReasonHow?MeaningDeeper
Thinking 2ndFocus:- define, describe, analogy, explain, comment,
classify,compare and or contrast, cause, effect, sequence,
create,analyse, evaluate, generalise, predictHighlight your
thinking focus1st1. Focus 2. Grid 3. Socratic Circle questions
(help cards if needed) 4. Switch effect.+-significanceSide Before
before Before Now After After after Side 19. Question the question
What was the focus question? What other questions could relate to
it? Is the question valid? Does the question give a definitive
answer? Do the resources at hand allow us to explore the question?
Can we develop a more appropriate question? Does the question give
too much bias?http://sayersjohn.blogspot.co.uk/ 20. 5.
SUPPORTSTUDENTS 21. Know your students and their specific needs NOT
all.mostsome Focus on one or two per lesson regarding tasks
Detailed feedback High ExpectationsSOME STRATEGIES 22. Students
undertake without direction Should take around 5 minutes to
complete Task should involve putting pen to paper Should preview
todays learning Part of a bigger agenda of TRAINING6. GET IN GET ON
23. Define ADAPTATION Explain TWO adaptions of a desert living
organism COMPARE and CONTRAST behavioural and physicaladaptationsIN
SCIENCE 24. Planning Questions1. What do I want them to know at the
end of the lesson?2. How does this build on what they learnt last
lesson?3. What tasks will model and help practise the learning?4.
What/how do I want to assess them and develop feedback?5. How will
I support specific students?6. What will be the Get in and get on
task? 25. The 5 minute Lesson PlanThe BIG
picture?Engagement?Stickability!Differentiation A f
LLearningEpisodesTeacher Led or Student Led? Teacher Led or Student
Led? Teacher Led or Student Led? Teacher Led or Student
Led?R.McGill 2012 - @TeacherToolkitObjectivesalong the way..print
and scribble your way to Outstanding! 26. Every teacher needs to
improve,not because they are not goodenough, but because they can
beeven better.Dylan WiliamSSAT Conference 2012
