Planning lessons and

Outstanding Teaching
Dr Jonathan Glazzard
Draw a house
TASK 5 minutes
Have you been
successful?
Mark your work
What does a fab lesson look like?
DISCUSSION
No model of teaching
Time on task
Reduce teacher talk
Progress during the lesson
Good attitudes to learning
Triangulation - no show ponies!
Progress in books over time
Progress data over time
Children being good learners
Learning Objectives
LO visible throughout the lesson, well
explained and put into a meaningful context-
tell them what they are learning and
why.
Identify the focus for learning (not activity)
Teacher refers back to the LO throughout the
lesson
Use mini-plenary to reiterate the LO Do we
think Kiran has met the learning objective?
Pupils able to say what they are learning
Good learning
objectives?
1. Choose and use appropriate standard units to
estimate and measure length/height in any
direction (m/cm); mass (kg/g); temperature (C);
capacity (litres/ml) to the nearest appropriate
unit, using rulers, scales, thermometers and
measuring vessels
2.To learn to learn the 2, 3, 4 and 5 times tables
(KS1 Maths)
3.To draw a self-portrait using charcoal. (KS1 Art)
4.To plan a fair test to find out which material is
the strongest. (KS2 Science)
Good learning
objectives?
5. Use mathematical vocabulary to describe position,
direction and movement, including movement in a
straight line and distinguishing between rotation as a
turn and in terms of right angles for quarter, half and
three-quarter turns (clockwise and anti-clockwise).
6. To make a vehicle using wood.
7. Measure the perimeter of simple 2-D shapes
8. Identify right angles, recognise that two right
angles make a half-turn, three make three quarters of
a turn and four a complete turn; identify whether
angles are greater than or less than a right angle
Stripping back learning objectives?
Muddled
To list what a pet needs to remain healthy

Make it better
Muddled
To be able to write instructions to make jelly

Make it better
Muddled
To write a character description of the giant

Make it better
Success Criteria
Steps which enable pupils to achieve the LO
Children involved in the process of agreeing
the SC.
SC are used by the learners to self-evaluate
and improve learning during the lesson.
Refer to them in the plenary
Example - Literacy
LO: We are learning to write instructions

Remember to:
-Include a title
-Include a list of things that you need
-Include bossy verbs
-Make sure your instructions are in the right
order
Example - Literacy
LO: We are learning to write a recount

Remember to:
Write an opening to say where you went and
when;
Use time connectives (first, next, then,
after, finally)
Include some detail about each event
Put the events in order
Write how you felt about the experience
Example- Literacy
LO: We are learning to write a character
description

Remember to
Describe the characters face
Describe the characters hair
Describe the characters clothes
Describe the characters personality
Use adjectives
Example- Literacy
LO: We are learning to describe a setting in a
story

Remember to
Describe what you can see
Describe what you can hear
Describe what you can smell
Describe what you can feel
Use adjectives
Use similes
Example- Mathematics
LO: We are learning to partition and
recombine

Steps to Success
Example 24 + 43 = 67
1. Add the tens: 20 + 40 = 60
2. Add the units : 4 + 3 = 7
3. Add the tens and units together: 60 + 7 = 67
Example- Mathematics
LO: We are learning to solve word problems
Example: There are 3 children. They share 9
sweets. How many sweets do they each get?

Steps to Success
1. Underline the important parts of the problem
2. Decide whether you need to + - X or
3. Record the calculation
4. Write the answer
LO: To be able to identify odd and even
numbers

1. Look at the last digit in the number

2. Draw that number of dots
3. If all the dots have a partner the number is
even.
4. If there is one dot without a partner the
number is odd.
Whole class input
Creative starter hook them in
Clear modelling against steps to success
Participation all can respond and are
engaged
No hands up
No opportunities for learners to be passive
Support staff have a clearly defined role
during the main class input
Hooks
What hooks have you seen to engage children
in learning?
Lesson Structure
Connection activity- prior learning
Share LOs / SC
Introduce new learning model
Check that they understand- checking in
Applying the new learning (Time on Task)
Plenary
On task and learning
Teacher gets the children on task quickly;
Children work on tasks enthusiastically;
independently and support one another to
succeed;
Paired work
Group work
Teacher avoids over-modelling;
Learning behaviour
Pace
Pace means pace of learning not race!
Teaching is sharp and well-paced so that
children sustain a good level of engagement
and stimulation throughout.
Resources
Should be high quality
A variety of differentiated scaffolding and
supporting materials and resources are used
to meet the needs of all pupils.
Pupils use the tools for learning in the
classroom to help them make further progress
e.g. working walls
Working Walls
What should be on a working wall?

Role in the lesson

High level teaching continues during task
time
Teacher makes adjustments as a result of
quick, accurate assessments.
Teach children what to do if they need
help;
Offer support if they are not making progress
despite using the tools for learning
Extend/ challenge those who need to
progress further
Encourage children to set each other
Engagement
All learners in the class are interested and
engaged, throughout the lesson
Learners have had a direct input into setting
the context for the learning activity to ensure
it meets their interests.
Checking on learning
Teach: Model/ explain a calculation strategy
Do one together
Give them a calculation and get them to show
you how to do it.... Is progress visible?
Set them on task
Observe them as they work and get them
explain to you what they need to do to be
successful
Check on learning in the plenary
Challenge
Are all pupils being challenged?
Is the challenge realistic?
Can you put in additional challenges during
the lesson if they demonstrate that they are
meeting the initial challenge?
Challenge for the more able?
Making Progress
Visible
Explain very clearly at the start of a lesson what the prior
learning was?
Explain what the new learning is.
Tell them that they might find this tricky but that means
they are learning.
Teach them
Check they understand- get them to demonstrate this
to you
Give them sufficient time to practise the skill
Capture progress for the whole class rather than picking
out individuals who made progress
Get them to demonstrate the new learning in the plenary
Deployment of other
adults
Additional adults have a striking impact on
the learning and progress of the children they
are working with.
Teacher has planned for and resourced the
adult effectively.
Deployed at every stage of the lesson in
supporting learning
Plenary
Plenary is used effectively for children to
assess own learning against the SC. Teacher
sums up by making explicit links to next
lesson.
Self assess against the SC not how they feel
about the lesson.
Peer assessment
WWW
EBI
WAGOLL
Learning Behaviour
Straight into learning
Transitions are handled well
No wasted time
Learning behaviour does not mean that
children should be passive
Children should be asking questions,
managing distractions, demonstrating
perseverance, collaborating, noticing
Marking
Quality of marking in books
Specific praise
Give them a target
Give them time to respond/ act on target- up-
levelling own work
Build in a worked example
Pupils know their targets
Pupils can talk confidently about how they are
meeting their targets.
The teacher personalises tasks to enable
children to meet their targets.
What prevents progress being as rapid as it
could be?
Key Stage 1 and 2 EYFS
1 Pupils on carpet or passive at the beginning Pupils on carpet or passive at the beginning of
of lessons for too long with able pupils sessions for too long
covering learning they already know
Ineffective teacher questioning usually too Ineffective teacher questioning usually too many
2 many or focusing on recall only or focusing on recall only
Not taking enough account of the context of Pupils covering work that they already know
3 the learners challenge for more able
No purposeful reflection of the learning Not enough focus on the prime areas of learning
4 taking place especially oracy
Ineffective behaviour management Lack of balance across Active Learning; Playing and
5 Exploring and Creating and Thinking Critically
Lack of subject knowledge (especially in Observations not likely to shape tomorrows
6 foundation subjects) by the teacher resulting learning
in lack of challenge, especially for more able
Ineffective deployment of Teaching Ineffective deployment of other adults, particularly
7 Assistants Teaching Assistants
Lack of engagement of pupils Lack of engagement of pupils
8
No system in place for pupils to respond to Adult intervention not helping to move the learning
9 the feedback they receive on
Ineffective improvement of pupils basic Continuous provision not being enhanced and
10 skills therefore lacking purpose or direction
The first 15 minutes of a
lesson
1 Are pupils on carpet or -Are the needs of more able
passive at the beginning of pupils being met at the
lessons for too long? Are beginning of lessons?
able pupils covering -Is the teachers exposition
learning they already too long or boring?
know? -How well have TAs been
deployed during this first
period?
-How engaged are the pupils?

NOTE: If more able pupils are not being challenged at this stage then
outstanding has already disappeared.
NOTE: If TAs are not appropriately deployed and more able not
appropriately challenged then probably good has also disappeared.
Lesson structure 1
Class come in

Teacher-led session takes place. Objectives are

shared. Children sit together for input

Guided group and small group

work

Individual tasks set. Work is monitored.

Teacher gathers groups

together to look at learning
that has taken place.
Plenary

Session ends
Lesson structure 2
Class come in

Teacher-led session takes place. Objectives are

shared. Children sit together for warm up
activity and/or input.

Guided group and small group

work
Individual tasks
set. Work is
monitored. Individual tasks set. Work is
monitored.
Teacher gathers groups
together to look at learning
that has taken place. (plenary)

Session ends
Lesson structure 3
Class come in

One group sit

Teacher
down to
led
complete a
session
challenge One group sit
takes
independently down to complete
place for
. a challenge with
relevant
Teacher works with TA.
groups.
HA introducing new
concept. Once
Individual tasks set. Work is
understood, rest of
monitored.
this session and
much of next
session, will be
Further teacher led
spent working
session takes place.
independently.

Session ends
Things to consider
What structures do you use presently?

How is the teaching and learning going to

change in your classroom?

What are the barriers to this? How can you

overcome these?
Lesson observations
Lesson observations focus on progress in a
lesson.

Be very clear about where this progress takes

place and change the parts of your lesson
where it does not take place.

Take particular care in the first 15 mins of your

lesson.