What makes a lesson outstanding

Teacher then explains very clearly the terms and average values that students need to know — and they make their own notes as he explains — one of many changes of learning activity in this lesson.

Not all fully understand how to use the equation to deduce what happens — challenging for these students and possibly needed more time. Homework: research exercise on factors affecting heart rate - useful though not unduly challenging.

Summary of main points A thoroughly enjoyable lesson with a very strong emphasis on genuine learning for all.

The lesson was immaculately planned and prepared with very good materials and an imaginative demonstration. Many obvious strengths in this lesson, all listed above. The use of visual, auditory and kinaesthetic learning activities was outstanding. Only very minor weaknesses, none that significantly affected learning. Evaluation Beginning of lesson: Good relationships and attitudes evident from the beginning, as pupils arrive.

Learning objectives very clear and specific; displayed on board throughout the lesson to encourage referring back to them. Good self assessment to give pupils a clear starting point on where they are in terms of basketball skills.

Pupils are asked to deduce for themselves where they are on the scale, using the criteria. They then decide what they need to do to improve to next level — teacher is giving pupils responsibility for their own learning. He allows enough time for the activity and pupils concentrate well. Paired discussion of what they need to do to improve provides good chance to discuss and valuable change of activity. Pupils discuss well; they are clearly accustomed to working in pairs, listening, discussing etc.

Warm up: teacher involving pupils in planning warm up. He questions well, always giving everyone time to think. Background theory is covered quickly and efficiently before and during warm up. Reinforcement is sometimes almost imperceptible e. Non-participant effectively used to photograph activities.

Pupils lead the first stage of warm up and do so well. Pupils devise their own specific warm-up for basketball — good independence. Class moves between activities very quickly and efficiently; no time is wasted and pace always maintained but there is no sense of rushing — all is calm and unhurried.

Dribbling exercise: Dribbling skills vary but all are trying hard. Very good resources at this stage cue cards and throughout the lesson. Again pupils self assess, reading the cards and thinking before discussing. Peer assessment of dribbling skills is well used and leads to good improvement in skills, notably in increased use of both hands.

Pupils coach each other well, if slightly self-consciously at times, and their advice is sensible and balanced. Advice is well received by partners at all stages in the lesson. He makes good use of pupils to demo. He makes just enough reference to rules etc. Teacher skilfully helps pupils anticipate the bigger, more interesting drill to come; encourages them to try hard for a short time on the current one. He makes good use of humour.

He introduces the element of competition to add interest to the end of the lesson. Peer assessment continues and eventually teacher refers back to learning objectives and pupils are asked to identify one thing they need to do to improve their pivot. Homework: Teacher is enthusiastic about the website and cleverly encourages pupils to visit it without insisting.

He is using homework well to encourage pupils to find out the rules 3 sec. Good use of their time enables maximum use of lesson time for practical activities. Lesson ends with appropriate warm down. Summary of main points A lesson in which all aspects were at least good. Particular strengths were the seamless inclusion of background theory with every aspect of the practical skill development and the extremely effective use of time so that pupils were constantly and quickly developing their skills but with no sense of rush and always with enough time to think.

The use of self and peer assessment were excellent and made a very good contribution to pupils learning. Pupils concentrated well and worked hard throughout so that they made very good progress in developing basketball skills. ECM 2 Pupils certainly enjoyed this lesson and achieved very well in improving their basketball skills.

Total views 20, On Slideshare 0. From embeds 0. Number of embeds Elena Hull. Reyn Regucera. Faiza Rizwan. Cecilia Silva. David Bromfield. Show More. Views Total views. Actions Shares. No notes for slide. What Makes An Outstanding Lesson 1. What makes an outstanding lesson? Promoting learning through effective teaching.

How will checking learning affect what happens next lesson? Has everyone met the objectives? How will you deal with practicalities of student who needs support. Homework : Do students know the reason for this task? Have you provided written instructions?

Who on earth can produce outstanding teaching all of the time? I tried it once and I was dead on my feet by Tuesday lunchtime and clapped out by home time. The pressure that comes with outstanding is enormous. Outstanding can soon have you feeling out of sorts. It would mean you would stand out like a sore thumb.

Your colleagues, children and parents would simply expect too much. Even being a great teacher every day is nigh on impossible. No, as a teacher, just as a senior leader, aiming high is important and no educator would be doing their job by aiming for just average. We can deliver our outstanding curriculum with bags of energy, passion and enthusiasm but we have to be honest and say that consistently standing out in everything is just nonsense. Outstanding now and again is possible but a more realistic approach is to aim for personal bests.

Under the new Ofsted Framework inspectors will still be doing lesson observations , as part of a subject deep dive. Questions such as:. In my opinion we should be aiming for high quality teaching every lesson. But what this means will be different for every teacher. What started out as an outstanding lesson can go off track at any point.

There are some exceptions. Mathematical savants are truly amazing people and they help to put a lot into perspective. Some people see everything as numbers like Jedediah Buxton who was able to calculate the area of his village just by walking around it and was able to calculate numbers up to 39 figures.

Thomas Fuller is another outstanding maths machine. He was once asked how many seconds a man had lived who was 70 years, 17 days, and 12 hours old, and he gave the correct answer of 2,,, in 90 seconds, even correcting for the 17 leap years included. Ofsted Deep Dive Preparation Framework. There is an emphasis that when evaluating teaching, inspectors should focus on the impact on pupils' learning.

For outstanding teaching Ofsted expects pupils to understand in detail how to improve their work and that they are consistently supported in doing so.

The role of the teacher should have a striking impact on the quality of learning of pupils. The draft proposals for the new Ofsted framework due to be implemented in January talk about strong leadership creating the climate in which effective teaching and pupil achievement flourish. It also refers to the need for effective leaders knowing their school well and having high expectations and setting ambitious targets for raising standards. Leaders will be expected to monitor teaching and learning rigorously and track pupils' progress meticulously.

There seems to be more emphasis on monitoring and tracking rather than teaching styles. There is further emphasis on the importance of linking a broad, balanced and relevant curriculum with increased pupil motivation and better outcomes. These areas of focus reflect Ofsted's agenda in terms of effective teaching and provide a template for teaching an outstanding lesson for inspection.

The headteacher has a key role in creating the climate for outstanding teaching. The leadership of a school can provide the environment for everyone to strive towards the very best standards of teaching and learning.

The headteacher can also support outstanding teaching by developing the skills of teachers. This may include the professional discussion of the theory of learning styles, multiple intelligences and personalized learning.

The encouragement of kinesthetic lessons and outdoor learning should be part of the educational philosophy of a successful school. There is no one approach which will ensure a teacher will deliver an outstanding lesson but the following strategies can underpin outstanding teaching. Very effective lessons may well include:. Outstanding teaching is hard to define but school leaders can create the climate and environment for excellent teaching to thrive.

Sometimes it is more important to focus on outcomes rather than process and a key point is for headteachers to celebrate diversity in teaching styles. Outstanding teaching can involve using tactile activity, an activity that encourages discussion, some individual interaction with the teacher, a visual stimulus, a written stimulus and a creative stimulus, with the needs of pupils at the core of every lesson.

It is important to have a school structure in which every pupil is valued, motivated and confident and in which teachers feel supported and able to innovate and take risks.

The Outstanding Lesson. Whole-school factors contributing to outstanding teaching Highly effective teaching is usually only consistently seen in schools where there is positive and thoughtful leadership. Two years ago Ofsted identified the characteristics of very effective primary schools in challenging circumstances and these features included the following factors: A structured environment which provides stability and purpose.

An environment which develops self-belief and confidence.