Raising attainment through Teaching and Learning

1
Raising attainment through Teaching and Learning

• Where are we now?
• Where are we going?
• What steps will it take to get there?

Pupils Teachers
2
Pupils
Effective assessment Pupil friendly
levels Thinking like the examiner

• Where are we now?
• Where are we going?
• What steps will it take to get there?

3
Pupils
Target setting Whats it it for me The big picture

• Where are we now?
• Where are we going?
• What steps will it take to get there?

4
Pupils
Learning Styles What does good look like?

• Where are we now?
• Where are we going?
• What steps will it take to get there?

5
(No Transcript)
6
Teachers
Self Assessment Transforming Learning Results
analysis Effective lesson observations

• Where are we now?
• Where are we going?
• What steps will it take to get there?

7
Teachers
Clear learning outcomes for lessons Big
Picture Targets Knowing what a good lesson looks
like

• Where are we now?
• Where are we going?
• What steps will it take to get there?

8
Teachers

• Developing the craft of Teaching
• T L working party
• Learning Styles vs Teaching Styles
• Inset sharing good practice
• Observations
• AfL

• Where are we now?
• Where are we going?
• What steps will it take to get there?

9
involves sharing learning goals with pupils
(success criteria)
By the end of this lesson you will be able to
10
aims to help pupils to know and to recognise the
standards they are aiming for
Your work will look like this.
11
involves pupils in peer and self-assessment

How could my work be better?
You could..
12
provides feedback which leads to pupils
recognising their next steps and how to take them

You should recognise the error of your ways turn
around and come back.
13
involves both teacher and pupils reviewing, and
reflecting on, assessment information

I feel like my work was rushed and did not take
enough account of a variety of different opinions
I feel that I could have delivered the lesson
slightly differently to encourage pupils to
consider a variety of different opinions.
14
(No Transcript)