Do you want to be outstanding (in your field)? Learning Intention WALT (we are Learning to): Share strategies for outstanding lessons in SRS WILF together… What I am looking for (success criteria): 7. Questioning 8. Working together, engagement, application and concentration. 9. Support for learning 10 .Feedback 6.Talk for learning 5. Learning objectives and success criteria WALT WILF 4. Prior Learning Strategies for Outstanding Lessons 11. Targets By Year 1 1. Progress 3. Conditions for learning. 2. Planning Learning checks/ mini plenaries throughout lesson. (WALT & WILF) 1 to ask open/ closed questions. 2 show examples of good work. (ICT visualiser). Questioning should allow pupils to progress to next steps in curriculum, targets, learning. Link and make new learning explicit in planning and lesson. E.g in Science we already knew about materials but we made predictions which was a new conceptvoiced it to the class. Planning: Challenge set out from start of lesson. Challenge boxes maths. Progress WALT & WILF should be differentiated (WILF: All, most, some will, some will even) relevant and specific to each groups needs. Differentiation will allow children to reach their potential. If a group are struggling regroup quickly- take them back to discuss something. Make sure learning support know what to do. Questions for EAL mentors and assistants. WALT & WILF (WILF differentiated) on plans. Check throughout lessonlink to next lesson at the end. Annotated before lessons to suit your class. Annotated afterwards to evaluate. Assessment evident Mini plenaries throughout. Formative: include use of tools like English fans. Summative: questioning Open and closed Openers and plenary evident. (relevant to lesson). Planning linked to curriculum objectives. (Year 1 Maths Plans) Active strategies Planning Questioning annotation for key groups or individuals. Differentiation in tasks: AEN, H, M, L, G&T Cross Curricular links. Challenge set out from start of lesson. Strategies for behaviour management: Timers, counting to 10, classroom jobs (badges/ signs). Well established routines. Classroom responsibilities: Line/ group leaders. Top teachers deployed from high ability groups and within SRS Values: Pupil profile wheel talked about during lesson. Intro & PlenaryWhat skill have you used or will you use in this lesson? Conditions for learning: SRS Values, Attitudes, Learning Environment, Routines & behaviours. Routine: allow children the chance to manage their own work. PDR, continuous provisionresources for supporting learning. Displays are relevant, 3D, interactive, colourful. Photographs and captions. Use in learning. Classes are in Maths, English groups according to ability. Display in class (ASAP!) Behaviour chart used to reinforce positive behaviour. Merit system also used. 1. Before they help you write WALT & WILF What did we do in last lesson? 2. As you write WALT/ WILF Use prior lesson to pin point what ch need help in certain areas and question and support them at start and throughout lesson. Cross curricular- it’s maths but what are we doing in IPC? Wall displays- e.g’s of what you did on last lesson (could have been already shown in a plenary or might be on the wall.) Prior learning Openers/ intro linked to last lesson? Compose WALT / (mostly) WILF with class input. Have teacher one ready to cut and paste as they suggest. WILF Success criteria differentiated Learning objectives and success criteria: WALT & WILF. Refer back to these during lesson. These can be linked to targets. (English: finger spaces, full stops, capitals) “Have you met your target?” Pitched at right level. Relevant to the rest of the lesson. Will the ch make progress? Relevant to the rest of the lesson? Will it allow children to progress? Keywords are there in Science/ IPC. (These should be displayed in your class) Top teachers used to model English and lead discussions and group work. Children are familiar with the key vocab in the topic. They use this in the lesson to explain things and answer questions. Teacher pitches vocab at right level for year 1. Talk for learning. Allow children to take the lead in mini plenaries/ plenary. Teachers use interpreters within the class. Works well for new children to the school or children with less knowledge of English. Get children to ask each other their own questions. Questioning? T should give prompt questions on a sheet for EAL adults working with a group/ individual. (open & closed) Top teachers could be using a sheet with questions on it. Teacher uses open and closed questions and gives children time to respond. Collaborative learning groups (speak to Lisa in year 3). All ch have something to offer the group. Groups help each other in ways that enable progress to occur. (sort through problems) Working together, engagement, application and concentration Op. for peer assessment of work. Star and a wish What is good about your friends work? What would you like them to do next time? (English fans) . After talk partners share weekend news- let them go off into bigger groups so all ch feel their input is valued (use top teachers to guide this). Experts within the class used to translate demonstrate speech and tasks (top teachers) Think pair share activities- talk partners. (Mixed anility pairs) T and additional adults in the classroom should allow children to show independence so progress can follow. Working on their own and allowing ch to make and learn from their mistakes. Additional adults should get a copy of the plan so they know what is happening in the lesson. Support for learning. Additional adults should have a prompt sheet for working with groups and individuals. Observation sheets for specific children given to additional adults- could be used in AEN file. T’s oral feedback within a lesson should be geared towards children’s targets and WILF. Time should be taken to allow year 1’s to answer questions in English, IPC and Maths books. This may just be HA at start of year and then all the groups by term 2. Questions should be linked to the child’s next steps/ targets. Marking feedback in English book should strictly follow year 1’s special marking code. Feedback. Year 1’s One star and One wish sheet stuck weekly into English books. This is for a more ‘wordy’ response for parents in contrast to the symbolic marking code. T. could spend time within lessons referring to targets. Perhaps with the specific group they are working with. Get them to open the books and look at their targets. In year 1 child specific targets are in orange reading records, maths folders and English writing books. Targets for your own class should be referred to in planning- make reference to groups or individuals. It’s ok to hand write them into weekly plans. Type onto KHDA lesson plans. Targets should be evident in the back of books. Targets. Ch. should be aware of how to get to the next step/ target so discuss it with them. Targets should be updated every week with the children. Easier if you do it with your focus group on a particular day.