Teacher's Pet provides teachers with strategies and examples of activities to plan effective lessons where pupils' learning and engagement is maximized. It includes sections on lesson design, assessment for learning, starters and plenaries, questioning, literacy across the curriculum, and continuing professional development. Teachers are encouraged to try new activities and share feedback to further improve lesson planning.

1. Teacher’s Pet
Introduction
The aim of Teacher’s Pet is to help you plan effective lessons where pupils’
learning and engagement is maximised.
Teacher’s Pet is a folder of strategies for you to refer to when
you are planning your lessons. These materials draw
together all the good ideas from different strands of the Key
Stage 3 Strategy into one document. The ideas are not
limited to Key Stage 3 and can be easily applied to Key
Stage 4 and 5.
If you want to plan a structured lesson, organise pupils into different groups
or use peer assessment you just need to flick to the correct section and
everything is laid out in an easy to use style. Every section includes a brief
introduction that explains the teaching strategy followed by lots of examples
of activities to try in the classroom.
As you find new teaching activities add these to the relevant section
Using the ideas in this folder is part of your professional
development. Talk to your colleagues about the activities you
have tried and share want went well and what can be
improved. You may want to action plan the further
professional development you would like – pages 30-32 give
you some suggestions how you can link Teacher’s Pet to your
development needs.
We would be very interested in any feedback on Teacher’s Pet. Phone 01904
426614 or e-mail alison.wilcock@york.gov.uk, lucy.Lawrence@york.gov.uk or
zoe.crompton@york.gov.uk
Zoe Crompton, Lucy Lawrence and Alison Wilcock
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2. Teacher’s Pet
Contents
Section 1 Effective lesson design
• Effective lessons
• Lesson plans
• Climate for learning
• Learning styles
Section 2 Assessment for learning strategies
• Definition
• Making assessment for learning work
• Sharing learning objectives and learning outcomes
• Helping pupils recognise the standards they are aiming for
• Self and peer assessment
• Provide feedback which helps pupils to recognise their next
steps
• Promoting confidence that every pupil can improve
Section 3 Starters and plenaries
• Purposes
• Examples of activities for different purposes
• Plenary templates
Section 4 Effective questioning
• What to ask
• Using Bloom’s taxonomy
• How to ask
Section 5 Literacy across the curriculum
• Spelling
• Reading
• Writing
• Group work
Section 6 Continuing professional development
• Teachers standards framework
• Personal action plan
• Further training
• Further reading
Zoe Crompton, Lucy Lawrence and Alison Wilcock
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3. Teacher’s Pet
Section 1
Effective lesson design
• Effective lessons
• Lesson plans
• Climate for learning
• Learning styles
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4. Teacher’s Pet
Effective Lessons
There is no one right way to teach a lesson. It depends on the subject
you teach. Pupils need a varied diet through the day. There are however
some good principles to consider when planning an effective lesson.
Scheme of
Prior/future
work
learning
Learning
What do you want the
pupils to learn?
How will you know that
they have learnt it?
Structure
• A crisp start
• Explain new knowledge/skills
and the content of the lesson
• Chunk the learning
• Apply learning and express in
a variety of ways
• Review the learning during
and at the end of the lesson
Activities Climate
Teacher’s Pet is full of Is the learning
practical ideas. The accessible to all
important thing is to pupils?
choose the right ones.
Zoe Crompton, Lucy Lawrence and Alison Wilcock
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5. Teacher’s Pet
Lesson design
In an effective lesson pupils are engaged and motivated to carry out a variety
of activities. They know what they are learning and can work independently.
The teacher asks questions that challenge pupils’ thinking and encourages
them to express their own views. Pupils reflect on what they already know
and relate their work to real life. Pupils have the opportunity to apply what
they learn to new situations and assess their own learning and progress.
Flexibility in lesson planning
It is important to chunk the learning into small pieces. For this reason a
structured lesson may have many parts (or episodes!) as you build in a
plenary activity after each activity.
Not all lessons need a separate starter activity. The most important part of
the lesson is the plenary when you make the learning clear and review
progress.
Plenary simply
means come
together to review
Key elements of good lesson plans
Lesson objectives
that can be shared
Key questions with pupils
Brief notes on
specific activities
A clear
structure for
the lesson Good lesson Needs of individuals
plans or groups (e.g. SEN
include: or G & T)
How any
additional support
will be used Reference to
subject issues
e.g. vocabulary
Homework
References to
set
relevant
resources
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6. Teacher’s Pet
Lesson plan 1
Unit: Class:
Session/context:
Key Skills:
WALT We are learning to:
WILF What I’m looking for:
Timing Activities Resources/Differentiation
Starter
Main activity
Plenary
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7. Teacher’s Pet
Lesson Plan 2
Class: Date:
Learning objectives:
Success criteria:
Key words: Resources:
Activities (with timings):
Plenary strategy/questions:
Additional support: Extension:
Homework
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8. Teacher’s Pet
When are pupils more likely to be engaged in their
work?
Pupils are more likely to be engaged in their work when:
• they are clear about its purpose because the work has been well
explained;
• the work builds on their prior attainment; they are able to do the work
but find it challenging;
• they are emotionally, physically and intellectually involved by the tasks
set;
• the presentation, variety and structure of the work and activities
generate curiosity and interest;
• they have opportunities to ask questions and try out ideas;
• they can see what they have achieved and how they have made
progress;
• they get a feeling of satisfaction and enjoyment from the work.
Emotional state Physical state
• Use language to build • Opportunity for
self-esteem and movement and talk in
confidence lessons
• Use humour to relax • Well lit and airy room
pupils with useful displays
Learning styles Creating the Big picture
• Give pupils a choice right climate • Connect each lesson
of tasks or for learning with previous lesson
presentation styles and pupils own
• Plan for preferred
experiences
learning styles in • At the beginning of
your scheme of Appropriate challenge a unit outline the
work • Not too easy and not
whole unit
too hard
• Make clear your
expectations
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9. Teacher’s Pet
Features of different learning styles
Try to give pupils experience of a variety of learning styles during a unit of
work. Pupils may have a preferred learning style but this does not mean they
can’t learn in other styles and won’t enjoy a different approach
Kinaesthetic learner Learns best when physically and emotionally engaged
in learning. Consequently, enjoys those lessons that
provide such opportunities – design and technology,
PE and drama. Not a linear, logical thinker, preferring
to learn experientially. Particularly likes computer
games, because of the opportunities they provide for
learning through trial and error and for physical and
emotional engagement.
Auditory learner A keen participant in whole-class and group
discussion, preferring to work with someone rather
than alone. Would rather listen to a teacher giving
instructions than read written instructions or follow a
series of diagrams. One of their favourite school
experiences is being read to in English lessons. When
preparing for examinations reads notes aloud and
makes tapes to listen to before goes to sleep. Has a
logical, planned approach to learning and is most
successful when teachers help break learning down
into a series of incremental steps.
Visual learner 1 Has to see things to understand them. Enjoys
lessons which use videos, demonstrations and
textbooks, which use charts, diagrams and pictures to
convey information. When revising, prefers not to
produce revision notes, but to use visual forms such
as mind-maps, spidergrams or flow charts. Finds
lessons more helpful if teachers begin them by
connecting their content and focus with previous and
succeeding lessons.
Visual learner 2 Learns best when it is written down. Enjoys
independent study and will frequently follow up
lessons by reading the textbook to clarify and
reinforce understanding. Tends to be most successful
in lessons in which there is a textbook and is allowed
to make own notes whilst teachers are talking. Is a
logical, linear learner and has a keen eye for detail.
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10. Teacher’s Pet
Section 2
Assessment for learning strategies
• Definitions
• Making assessment for learning work
• Sharing learning objectives and learning
outcomes
• Helping pupils recognise the standards
they are aiming for
• Self and peer assessment
• Provide feedback which helps pupils to
recognise their next steps
• Promoting confidence every pupil can
improve
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11. Teacher’s Pet
Assessment for learning
Formative assessment focuses on identifying the next steps in students
learning and gives feedback to teachers and students. It helps teachers to
plan the next steps and students to improve their work. It is increasingly
referred to as assessment for learning, as its purpose is to improve standards,
not merely to measure them. Formative assessment looks forward.
Assessment for Learning – key characteristics
Assessment for learning:
• is embedded in a view of teaching and learning of which it is an essential
part;
• involves sharing learning goals with pupils;
• aims to help pupils to know and recognise the standards they are aiming
for;
• involves pupils in (peer and) self-assessment;
• provides feedback which leads to pupils recognising their next steps and
how to take them;
• involves both teacher and pupils reviewing and reflecting on assessment
data (information).
Assessment for learning: beyond the Black Box,
Assessment Reform Group (1999)
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12. Teacher’s Pet
Making assessment for learning work
Introducing techniques such as peer assessment and comment only marking
when groups are not used to these things might mean that don't appear to
work. Don't give up! It's likely to take training and time to make these
become part of a normal routine. Some things you might want to consider
doing are:
1. Devote a lesson or large part of a lesson to clarifying with pupils their
role in assessment. Explain how different sorts of feedback will help
them to improve.
2. Produce a short handbook for pupils explaining assessment for learning
and the techniques that will be used.
3. Involve pupils and give them a say - used learning logs or pupil
interviews from time to time to get feedback from them on how they
are finding the AFL techniques.
4. Use AFL language with pupils - eg feedback, peer assessment,
constructive feedback. If used in different subjects this will become
part of the daily school vocabulary.
5. Start simple and build up – e.g. research shows that pupils are better
at self-assessment when they have been used to using peer
assessment first.
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13. Teacher’s Pet
Sharing Learning Objectives and Learning Outcomes
Sharing learning objectives is central to assessment for learning. Pupils need
to know what they should be learning as well as what they should be doing.
How to write learning objectives
• Write one or two learning objectives in straightforward “pupil-speak”.
Often one objective relates to knowledge and understanding and the
other relates to thinking skills, literacy etc.
• Use active phrases about what the pupils are learning e.g. We are
learning to:
Bloom’s Taxonomy Active words and phrases
Knowledge Draw
Record
Identify
Describe
Explain what
Comprehension Sort
Decide
Discuss
Select
Present
Explain why
Application Classify
Demonstrate how
Calculate
Solve
Analysis Conclude
Analyse
Interpret
Use the pattern to…
Synthesis Design
Formulate
Plan
Predict
Explain the differences between …
Evaluation Assess
Compare/contrast
Link/make connections between …
Use the idea of … to …
Evaluate the evidence for…
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14. Teacher’s Pet
Different ways to share learning objectives
• Set the pupils targets for the lesson that you return to at the end of the
lesson
• Give pupils a Key Question that they will be able to answer by the end of
the lesson
• Differentiate the outcomes you expect as what pupils must/could/should
be able to do
• Use WALT and WILF: “We are learning to…” “What I’m looking for is
that by the end of this lesson you will be able to…”
• Once pupils become used to you using objectives they may be able to
come up with their own learning outcomes
• For variety ask a pupil to read out the objectives (perhaps they are
hidden in the room/under a chair)
• Have the objectives written where pupils can easily see them during the
lesson or have pupils write their targets/objectives in their books
When to share learning objectives
• Often at the start of the lesson. Discuss the learning objectives, rephrase
them, relate them to work previously covered or pupils lives, ask
questions that engage pupils with what it is you want them to learn
• If you have planned an engaging starter activity, it may be more
appropriate to share the objectives after this
• During the lesson refer to the learning objectives “remember, this is why
we’re doing this activity, this is what we are learning”
• At the end of the lesson refer to the objectives and ask “What have you
learned today?” “What have you learnt that is new about...?” or “What
really made you think/did you find difficult when you were learning…?”
• If you shared the learning objectives as questions ask “How well can you
answer these questions?”
• Ask pupils to self-assess how well they have met the objectives or
achieved the outcomes of the lesson by simply showing thumbs
up/thumbs down or holding up a traffic light card: red – not met, amber
partly met, green fully met
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15. Teacher’s Pet
Helping pupils recognise the standards they are aiming for
1. Samples of work
o Use an anonymous piece of work – ask pupils to mark it against
criteria and make suggestions for how it could be improved – use
last years work or download samples from www.ncaction.org.uk
o In groups pupils could put a selection of pieces of work in order of
standards then give reasons why one is be than another
2. Modelling the process
o When setting a task show pupils how you might approach it. Go
through an example saying your thinking out loud
o Listen in to groups – stop the class when you have noticed several
different approaches. Ask pupils to explain to the class how they
have got started
3. Interactive use of classroom displays
Allow pupils to go and have a look at displays, particularly those who
are stuck, lack confidence or who need stretching and should be
aiming higher, including:
o Work of the week – show how the selected work met the standards
o A range of work of different standards annotated to show why they
met different levels
o Display criteria, for example, pupil speak levels or GCSE criteria, or
class targets for the topic
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16. Teacher’s Pet
Self and peer assessment
During plenaries at the end of every lesson
Refer to plenary ideas earlier in Teacher’s Pet. Some simple ideas that can be
quickly planned into teaching are:
o Post-its – All pupils write down something learnt during the lesson in
relation to the objectives, can use different colour post-its for skills or
knowledge. Stick post its on a flip chart or board – read some out or
use interactively possibly asking volunteers to classify points
o Traffic lights – ask pupils to hold up red amber or green cards to show
how confident they feel about each objective. Ask pupils to traffic light
work in pairs and traffic light each other’s work.
o Use grids or prompt questions to encourage reflection on what has
been learnt and how
o Display a key question poster and select different questions from it
during plenaries to encourage reflection
Group peer assessment
o Groups present work and the class ask questions or give feedback
against criteria
o Mark work of other students in the class and provide constructive
feedback – give pupils prompts to begin the feedback. Post-its are
useful for adding comments to work.
o Ask pupils to write their own questions and or mark scheme.
Self-assessment
o Pupils mark their own work using criteria before handing it in
o Separate comments from grades – pupils can mark their own work and
comment after the teachers has marked it and before they receive the
feedback.
o Give pupils objectives for the whole topic – they traffic light their
understanding of each at the beginning of the topic, as the objective is
covered and at the end.
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17. Teacher’s Pet
Provide feedback that helps students recognise
their next steps and how to take them
Good feedback tells pupils:
o What they have done well
o What they need to improve
o How to go about making that improvement
Feedback can be individual or group, written or oral
1. Oral feedback during lessons
o Don’t confuse pupils by giving feedback that does not relate
to the lesson. Only give feedback that is linked to the
learning objectives of the lesson.
o Look for common problems or successes and stop the class
for a mini plenary to give feedback
o Give individual feedback – avoid comparing to others
2. Time to act on feedback in lessons
o Repeat task using similar skills to allow pupils to try them again after
feedback
o Ask pupils to transfer comments or targets from a previous piece of
work on to the new one
o Stick a comment sheet in the front of books – start the lesson by
asking them to transfer your comment on to the sheet and give time
for them to respond
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18. Teacher’s Pet
Promoting confidence that every pupil can improve
o Use “No hands up” questioning – tell the class you expect everyone to
have a go, promote a climate where mistakes are OK
o Use praise for individual achievements against the objectives
o Make use of rewards for good responses to specific performances,
answers to specific questions
o Use supportive language e.g.
I know you can do this…
Remember when you did this before…
This is a difficult task but you can do it…
o Avoid competition, comparison or merit for ability – avoid giving stars
or credits for the “best work”.
Involving students in reviewing and reflecting on
assessment information
Many of the techniques referred to above can allow this to happen during
everyday lessons
o More formally – after tests use grids allowing students to see what
questions they lost marks on and to identify specific things to revise
more or ask for help on
o Plan for individual tutorials with students once a term – ask them to
prepare for this by listing points or questions they want ask about their
work.
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19. Teacher’s Pet
Section 3
Starters and Plenaries
• Purpose
• Examples of activities for different
purposes
• Plenary templates
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20. Teacher’s Pet
Starters
The purpose of starters
1. To begin a new topic or introduce a new idea
2. To remind pupils what they have learnt
3. To set out the learning for the lesson
4. To find out what pupils already know
Pitfalls for starters, they may:
• take too long and take over the whole lesson
• become a fixed routine and lack variety
• lose pace and direction
Starters need to be planned and timed, including key questions. Often you will
plan a starter and plenary together as activities that wrap round the main
activity giving pupils the chance to think about what they already know, what
they are about to learn, then what they have learnt and how they have learnt.
Examples of starters for different purposes
1. To begin a new topic or introduce a new idea
• Attention grabbers: Bring in a prop e.g. a bicycle,
musical instrument, costume prop, mystery object or
photograph, “urine” sample, touchy feely bags, indoor
sparklers, film clip from Lord of the Rings etc
•4Ws (Who, what, why, where): Show the class a picture
and ask them to write down questions they would like to
ask about the image
• What’s in it for me? Make the start relevant to the pupils, “Where did
your trainers come from?”
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21. Teacher’s Pet
2. To remind pupils what they have learnt
• Odd one out: This simple starter helps develop pupils’ ability to justify
their decisions. Give pupils three words and ask them to discuss in pairs
- which is the odd one out and why? Chose your words so that there is
more than one right answer. This can also be played with photographs.
• Card loop: Pupils are given cards with an answer on one side and a
question on the other. Begin by asking a question. When they hear the
question they have the answer to they read out their answer, turn the
card over and read out the next question. Challenge the class to
complete 20 questions in 3 minutes.
• Venn diagram: Provide cards with descriptions of different processes
etc. (some must apply to more than one category) and ask pupils place
words in a Venn diagram of overlapping circles
• Washing line: Peg items on a washing line to show a
scale/spectrum/timeline e.g. household substances on a pH scale, events
in history, least developed to most developed country etc.
• Sequence statements: Arrange cards in order to describe a process,
sequence of events, practical instructions etc.
• Who am I? Give pupils clues to a person or object discussed last
lesson. Alternatively put stickers on pupils backs/foreheads and they ask
each other questions to work out who or what they are.
3. To set out the learning for the lesson
• What if…..? Ideally pupils work in groups of three. Give pupils two
minutes to come up with immediate and long-term consequences, e.g.
What would happen if smoking were banned? What would happen if we
all became vegetarians? Etc.
• Ask a challenging statement or question: Pupils to discuss in pairs
and feedback their opinion after 1 minute, e.g. Are nuclear power
stations dangerous? Should we be allowed to make designer babies? etc.
• Human continuum: Put opposing views at each end of a washing line
– explain that the string represents a continuum between the two
extremes. Ask for volunteers to come out and by holding on to the rope
show how much they agree with either statement. The middle means
that they have no strong views either way, closer to one end or the
other represents a level of agreement with that statement. Other pupils
can now indicate their position on the issues.
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22. Teacher’s Pet
4. To find out what pupils already know
Flash cards
• Give pupils a set of 10 key words. Read out definitions and pupils hold
up a card in response. For some questions they may hold up more than
one card.
• Give pupils key words and their definitions on card to match up.
• Pupils could be asked to sort the cards into groups and justify their
decisions or arrange the cards on flipchart paper as a concept map -
draw lines joining the key words together and write connecting words
along them.
• Discuss in pairs and sort statement cards into 3 groups: Agree, disagree,
not relevant
• The flash cards could just be True on one side and False on the other to
hold up when the teachers reads out a set of statements.
• Traffic lights are red, orange and green cards. Pupils hold up a colour to
represent how confident they feel about a subject/skill or to show if they
know an answer to a question.
• All these could be used with a few seconds thinking time, then “show
me” to encourage all pupils to have a go rather than copy the first
person to hold up their card.
• Ready, Steady …Teach: Provide groups with a shopping bag of
ingredients (modelling clay, string, lollypop sticks etc.) and give pupils 5
minutes to plan an activity in which they use the ingredients to “teach” a
process e.g. longshore drift, test tube babies etc.
White board activities
• Read out a definition and the pupils write down what they think the
word is (alternatively the pupils write down a definition to a key word)
• Ask pupils to draw a diagram e.g. a circuit diagram (a cell and two bulbs
in parallel, then add a switch that will turn both bulbs on and off)
• What’s the question? - give pupils the answer (e.g. Hitler) and ask them
to write their own question
• The teacher describes the story of the graph – pupils draw it.
• Ask pupils to write down 5 things they know about a topic
• The teacher reads out statements – pupils write down true or false
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23. Teacher’s Pet
How to introduce Whiteboards to your class
Whiteboards are a very useful way for a teacher to see a response from every
pupil in the class. Some pupils will have used whiteboards before but don’t
assume they have been trained in using them properly. The strategies/ground
rules below may be useful, as they will help pupils focus on their learning
1. Make it clear to the pupils that you want their own ideas – once they
have written their idea they could hold the board against their chest
2. Ensure all pupils show their boards at the same time (counting down
3,2,1 “Show me” is one strategy)
3. Make the ‘showing’ time short to reduce the time that pupils have to
look at other pupils’ answers
4. Some pupils with poorer literacy skills may be reluctant to write on the
boards so stress to the pupils that it is their ideas you are interested in,
not the spelling. Sometimes pairing pupils of differing abilities can help
build confidence.
5. Always collect in the whiteboards when they are not in use during the
lesson – if using the whiteboards as a starter train the pupils to collect
the boards as they come into the room.
6. Beware that pupils could write hidden messages on the back of the
whiteboards – check by occasionally asking pupils to turn their
whiteboards over
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24. Teacher’s Pet
Plenaries
The purpose of plenaries
1. To help pupils to understand and remember what has been learned
2. To create a sense of achievement
3. To take learning further and deeper
4. To allow the teacher and pupils the opportunity to assess and to plan
accordingly
5. Get pupils into the habit of thinking about their learning
Pitfalls for plenaries:
• You run out of time and rush it
• Pupils think the lesson is over and don’t take them
seriously
• It’s dull because it’s always the same routine – what
have you learnt today? and give out homework
• You repeat yourself rather than say anything new
If anything a plenary is even more important than a starter –
what progress have pupils made?
Plenaries are most successful when they are planned
Examples of plenaries for different purposes
1. To help pupils to understand and remember what has
been learned
• Key words: Use flash cards or whiteboards (see starters)
• SPLAT! Put key words on the board. Two pupils stand facing each other
either side of the words. Members of the class describe a key word and
the pupils cover the word with their hand. Winner stays on; the pupil
who asked the question becomes the contender or nominates someone
else.
• Top 10: In pairs agree on the top ten key words for the lesson
• Gimme 5: In pairs, pupils agree on 5 things they have learned during
the lesson. Alternatively they generate 5 questions they now want
answering or 5 questions that would test their understanding
• Hot seat: A pupil acts in role as an expert or character from the lesson
and invite the class to ask questions
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25. Teacher’s Pet
• Plenary cards: Warn two pupils at the start of the lesson that
you intend to ask them to report back to the class at the end of the
lesson what they have learnt that is new. Give pupils plenary cards to
record their thoughts. Then ask for agreement from the rest of the class
and other contributions
• Post-Its: To involve everyone ask pupils to write on Post-Its one thing
they have learnt, one thing they understand better and one skill they
have used. Pupils stick their Post-Its to a large sheet of paper at the
front of the class. Use this sheet to start the next lesson.
• Snowball: Ask pupils to agree in buzz pairs (e.g. a true/false quiz) then
combine with another pair to make four, come to agreement again, then
two fours to eight and agree again
• Freeze frame: Give pupils’ roles to act out e.g. arrival home of a soldier
after the war who was believed to be dead. Call “freeze frame” and the
pupils hold their pose whilst you ask the class what each pupil is thinking
and feeling
2. To create a sense of achievement
• Just a minute: A spokesperson from each group to present their
findings. The challenge is to talk for a minute without pausing or
repeating themselves – encourages the rest of the class to listen
carefully, you may like to start off with Just 30 seconds as a minute can
be a long time
• Drama: Ask groups of three to produce a one minute drama based on
the main activity
• Targets: Tick off each target or learning objective from the start of the
lesson asking pupils to explain how they know they have achieved them
3. To take learning further and deeper
• Challenging questions: Plan a sequence of questions that demand
progressively higher order thinking based on Bloom’s Taxonomy (see
section on questioning) Working in pairs, give pupils thinking time to
come up with answers to these challenging questions that apply what
they have learnt
• What if…..? Ideally pupils work in groups of three. Give pupils two
minutes to come up with immediate and long-term consequences, e.g.
What would happen if smoking were banned? What would happen if we
all became vegetarians? Etc.
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26. Teacher’s Pet
4. To allow the teacher and pupils the opportunity to assess and
to plan accordingly
• Traffic light: Ask pupils to traffic light their understanding of the key
vocabulary, processes or learning outcomes.
• Self and peer assess each other’s work: Give pupils’ opportunities
to talk about what they have learned and what they have found difficult,
using the objective as a focus (see section on assessment for learning)
• Mind maps: Write the main theme of the lesson in the centre of a large
sheet of paper. In pairs pupils show what they have learnt by classifying
the information from the lesson into subcategories branching out from
the centre. This is easier if you give pupils a suggested list of words to
use.
• Concept maps: Give pupils a small number of key words or images on
cards to arrange in a mind map as above. Now ask pupils to write along
each connecting line the reason for the link. This technique quickly
identifies misconceptions.
• Flashcards: Pupils hold up vocabulary cards in response to questions
(see starters)
• Sequence statements: Arrange cards in order to describe a process,
sequence of events, practical instructions etc.
• Whole class questioning: Ask open questions and prompt pupils to
extend their answers so you can assess their understanding
5. Get pupils into the habit of thinking about their learning
• Golden rules: (see template) Having completed a task, ask pupils to
create “golden rules” or tips for others who will carry out the same
activity at some point in the future
• Bridging: Pupils discuss in pairs then list three ways that the ideas in
the lesson could be used in other subjects or outside school
• The plenary triangle: (see template) Ask pupils what did you learn
from what you saw, what you heard and what you did?
• Thinking words: (see template) Identify thinking words for your
subject, which are appropriate for your pupils. Display some thinking
words and after a suitable activity ask pupils to choose which words
match their thinking
• Learning logs: Give pupils a separate book or back of their book where
they periodically record their thoughts on what and how they have
learned
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27. Teacher’s Pet
• Plenary questions: To get pupils to think about HOW they learn:
(give pupils a minutes thinking time in buzz pairs before they answer)
o What really made you think/did you find difficult when you
were learning….?
o What have you learnt that is new about…..?
o What helped you (e.g. a friend, teacher, book, your own
thinking) when something got tricky?
o How did looking at Kerri’s work help you to do yours?
o How did working as a group help you to learn?
o How would you change this activity for another class who
were learning to……?
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28. Teacher’s Pet
Golden Rules for..
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29. Teacher’s Pet
What did you
learn from what
you ….
saw
What questions
I now have…
heard did
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30. Teacher’s Pet
Thinking words
Adapt Evidence Predict
Analogy Examine Prioritise
Analyse Experience Realisation
Apply Experiment Recall
Assess Explain Recognise
Assumption Extrapolate Reconstruct
Attitude Formulate Refine
Belief Hypothesise Reflect
Clarify Identify Reorganise
Classify Image Response
Combine Imagine Scan
Compare Implement Sequence
Compose Interpret Short-term memory
Consider Interrelate Skim
Context Judge Specification
Contradict(ion) Justify Stereotype
Contrast Juxtapose Stimulate
Convert Link Stimulus
Decide Long-term memory Structure
Decode Meaning Summarise
Define Metaphor Symbol
Design Model Synthesise
Develop Negotiate Transform
Differentiate Organise Translate
Distinguish Paraphrase Trigger
Evaluate Plan Visualise
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31. Teacher’s Pet
Section 4
Effective questioning
• What to ask
• Using Bloom’s taxonomy
• How to ask
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32. Teacher’s Pet
Questionning
Planning questions – What to ask
Use Blooms taxonomy to make sure questions provide challenge – Remember
NC level 5 requires thinking at Application or above!
Blooms Taxonomy Example – Goldilocks and the three bears!
Knowledge What happened in the story?
Describe
Identify
When Where Who
Comprehension Why did Goldilocks like little Bear’s bed best?
Translate
Predict
Why?
Application What would have happened if Goldilocks had come
Demonstrate how to your house?
Solve
Try it in a new context
Analysis Which parts could not be true?
Explain
Infer
Analyse
Synthesis Can you think of a different ending?
Design
Create
Compose
Evaluation Was Goldilocks good or bad? Why?
Assess
Compare/contrast
Judge
Tips for planning questioning into a lesson
Tip 1 Tip 2 Tip 3 Tip 4 Tip 5
Share Sequence the Stop during Warn pupils. Make time for
learning questions the lesson. a plenary
objectives in getting “Have we “Later in the which gives
the form of harder answered lesson I’m pupils chance
key questions through the these yet? going to ask to think about
and say that lesson Discuss with you….” whether they
they will be a partner can answer
able to what else you the questions
answer them need to
by the end know”
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33. Teacher’s Pet
Thinking time – Phone a friend – ask
count to ten before one pupil to answer
you take an answer then let them
choose someone
else to add a further
point
Word challenge – No Hands rule –
Preview – tell pupils you are not allowed train the class to
the question and to answer in less know that this
give them time to than 15 words means you will be
plan an answer choosing people to
answer – announce
when the rule is in
force
How to Ask
10 Tips for Listening in – listen
to pair/group
getting discussion and plan
Conscripts and everyone to ask specific
volunteers involved groups
Vary questioning
between choosing
people and asking
for hands up
Begin the lesson by
giving pairs a
question to answer
from last lesson –
write it on the board
or cut up past exam
papers
Use speaking Ask pairs to plan
prompts – “A good two questions for
way to start an another pair to
answer might be like answer
this…”
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34. Teacher’s Pet
Section 5
Literacy across the curriculum
• DARTs activities
• Spelling strategies
• Using connectives
• Reading
• Writing
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35. Teacher’s Pet
Literacy introduction:
Literacy isn’t something that you need to add to your lessons, as you should
find that it is an inherent part of your subject. Think of all the language you
and your students use in any lesson and how the quality of pupil
understanding and the means by which they express their understanding
could be improved. The following few pages provide you with ideas that you
could use in your lesson to develop your pupils’ literacy skills.
DARTs activities (directed activities related to texts) are really useful for
helping your pupils to work through the text you give them and also to find
specific pieces of information. You may find that if you use these, that rather
than having to simplify the text you give pupils you will be able to provide
them with quite difficult text but they will have the strategies to decipher
them.
Try using the following yourself as you read through the section about
literacy:
• First skim read the text to find any references to your subject.
• Secondly, see if you can find the main idea in each section and underline it.
• Now read through the literacy section of Teacher’s Pet and annotate
anything that you have queries about with a big question mark; continue
reading, but when you have got to the end go back and try to find yourself
some key questions which you can find the answers to from your literacy
co-ordinator.
• Have a go at restructuring the section about literacy: you could restructure
it as a flow chart, diagram, grid, list and so on; you will find by doing this
that you often understand the information much better.
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36. Teacher’s Pet
Spelling Strategies
Break it into sounds (d-i-a-r-y)
Break it into syllables (re-mem-ber)
Break it into affixes (dis + satisfy)
Refer to words in the same family (muscle - muscular)
Use a mnemonic (necessary – one collar, two sleeves)
Say it how it sounds (Wed-nes-day)
Refer to etymology (bi + cycle = two + wheels)
Apply spelling rules (does the word end with –ible or –able? The
word ends in –able if without the suffix the root word is still clear
(e.g. horrible, drinkable))
Learn by sight (look – cover – write – check)
Visual memory (parallel – one road, two lanes)
Calligram (the style of writing shows the words meaning: Freezing)
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37. Teacher’s Pet
Connectives as signposts
Use connectives to link ideas together in a sentence
Adding Cause and effect
and because
also so
as well as therefore
too consequently
Sequencing Qualifying
next however
then although
first, second, third,… unless
finally except
meanwhile if
after as long as
apart from
Emphasising Illustrating
above all for example
in particular such as
especially for instance
significantly as revealed by
indeed in the case of
Comparing Contrasting
equally whereas
in the same way instead of
similarly alternatively
likewise otherwise
as with unlike
like on the other hand
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38. Teacher’s Pet
Connectives – games you can play:
Connectives are words that help link ideas within the same sentence; they are
extremely important tools for communication and thinking in all areas of the
curriculum.
If your pupils can use these words it will help them:
• Think clearly and see connections
• Express their thoughts clearly
• Make their writing more fluent and mature
• Will make their writing more precise and explicit
To get pupils into the habit of using these words effectively, you could try the
following:
1. Provide pupils with two phrases, for example: “William was a good
king” and “he united the country” and ask pupils to find a connective
which links the two phrases and ask them to explain the impact it has
upon the meaning.
2. As the teacher you begin the discussion of a topic, for example:
“Developing countries are poor because....” and around the class
pupils, alternately, have to give a reason or provide a phrase with a
connective to link the ideas given.
3. Provide pupils with two sentences and ask them, in a minute, to join
them in as many different ways as possible.
4. Give pupils the list of connectives and ask them to organise them into
groups of similar types, for example: next, then, first, etc are
connectives which give an idea of time and the order in which things
happen. See if they can classify the rest.
5. Ask pupils in groups to decide which the most useful connective for
your subject and then ask them to defend their choice with a few
relevant examples.
6. Give pupils a piece of writing from your subject with all the
connectives removed and ask them to add the most appropriate ones
which enhance the meaning of the text.
7. Ask pupils to mark each other’s work for the use of appropriate
connectives.
8. Do quick fire sentence combinations – join pairs / threes of simple
sentences to form one whole sentence, in a variety of ways, without
using and, but or so.
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39. Teacher’s Pet
Reading
Different subjects use different sorts of texts. You can plan to use active
reading strategies that help pupils to approach these independently.
Active reading strategies also help pupils to understand what they are
reading.
Some strategies to try:
• Sequencing: putting a text back together which has been cut into
chunks; this helps pupils hunt for the logic in text by putting it back
together, for example in chronological order.
• Text marking: this would involve underlining, annotating or
numbering a text; this is especially helpful in encouraging pupils to
decide what is relevant information in a text and from there be able to
distinguish what are the main ideas.
• Text restructuring: this involves reading and then producing the
information in another format. For example, flow charts, diagrams,
Venn diagrams, grids, lists, maps, charts, concept maps or rewriting in
a different style. This is useful as it helps pupils summarise and
prioritise what they have read and also is highly effective in ensuring
that they have understood what they have read. A useful group work
activity.
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40. Teacher’s Pet
Writing
• These are the main types of non-fiction writing you could introduce to
your pupils:
o instructions – recipes, giving directions
o recount – science experiment write-up, match commentary
o explanation – the rain cycle, how erosion occurs
o information – food in Roman Britain
o persuasion – advertisement, manifesto
o discursive writing – ‘discuss’ essays, magazine article
o analysis – literary criticism, analytical essay
• Each text type has what are called its conventions, these are the
“ingredients” you would always expect in that particular type of
writing. The following examples give you some idea of these
conventions:
Text level (what the piece of writing looks like overall)
For example the conventions of layout, sequence and organisation in a recipe:
• title
• list of ingredients
• step-by-step numbered instructions
• serving suggestion.
Sentence level (this is how exactly the piece is written-the language
used and how it is structured)
For example the conventions of writing directions for getting to a place:
• voice – ‘you’
• prevailing tense – present
• active/passive voice – active, directing......”You should continue up
the street and turn left”
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41. Teacher’s Pet
A sequence for teaching writing
1. Establish clear aims. Tell pupils why they are writing and who for.
2. Provide example(s). Good models of writing are needed for them to
work from.
3. Explore the features of the text. You need to explain to them what is
needed in that particular type of writing and discuss this with them.
4. Define the conventions.
5. Demonstrate how it is written. You are the expert writer in your
subject and so they need to see you write, this is the thing which
makes the most significant difference in their writing.
6. Compose together. From having seen you write, you need to then
open up your writing to their suggestions.
7. Scaffold the first attempts. Provide writing frames.
8. Independent writing.
9. Draw out key learning.
You could now have a go at:
• Identifying the main types of writing expected from pupils in your
subject, and define the conventions for each one.
• Compile a portfolio of successful annotated work in the subjects, so
that pupils can see and understand what is required.
• Use the strategies mentioned in the teaching sequence when you
introduce pupils to new kinds of writing.
• Identify a writing assignment in the near future for which you will
teach the process of generating and organising ideas – e.g. using a
‘mind map’ or a card sorting activity.
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42. Teacher’s Pet
Group Talk
Group talk is essential for pupils to gain a deeper
understanding of what they are learning.
However….
much research suggests that when children are placed in
groups for discussion productive, high quality talk does not
just naturally happen.
As a teacher you can make high quality group talk happen by following these
simple tips:
• Students need to understand what constitutes productive talk, here are
some things they need to be able to do: support others’ suggestions by
building upon them; be able to reason or justify ideas; analyse their
own and others’ ideas.
• Some examples of golden rules for teachers using group work: all talk
activities need clear and explicit outcomes; groups need to know how
long they have for the task.
• Plan to use different types of grouping:
pair talk – ideal for quick fire reflection and review;
pairs to fours – helps to explain and compare ideas;
listening triads – pupils work in groups of three, with each pupil taking on
the role of talker, questioner or recorder; the talker explains something, the
questioner prompts and seeks clarification and the recorder makes notes and
gives a report at the close of the conversation;
jigsaw – a topic is divided into sections; pupils in their home groups of four
or five give each of themselves one of the sections of the topic, they then go
into their expert group of others who also have their section and then return
back to their home group to discuss their findings; this is very effective as it
ensures the participation of all pupils.
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43. Teacher’s Pet
Ideas for group talk / speaking and listening:
Here are some practical suggestions for group talk activities:
• Discussion: Provide preliminary research or thinking time so that pupils
can bring some knowledge to the discussion.
• Discussion: If you are discussing a complex idea which has a variety of
viewpoints, give pupils roles with different attitudes towards an issue
(you could put relevant information on a card, to ensure that they are
familiar with the likely stance of that role and the reasons why). This
approach means that pupils are more likely to have points to make and
are less likely simply to agree with each other.
• Discussion: Give pupils a range of statements (on pre-prepared cards) in
relation to the controversial issue that they will then discuss. This helps to
introduce some more controversial views that a group with immediate
consensus may not be considering. Once you have an idea of the points
being made, comments could be made to encourage pupils to modify
their views. The original issue itself could be modified / extended.
• Using drama: Take a character from history or a famous scientist and put
a pupil or yourself in the “hot-seat” as the famous person and the class
have to ask questions to find out more about their life and motivations.
• Using drama: Think of a historical figure, scientist etc who faces a moral
dilemma and ask pupils in groups to offer advice at this critical moment.
Ideas for evaluating group talk and presentations:
• Provide observers with talk frames to structure their observations,
reflections and evaluative feedback: Was the speaker interesting? Did
they include relevant facts?
• Use a wall poster: “How to work well in a group” or “How to do a good
presentation” as the basis for shared criteria for assessment of speaking
and listening.
If you’d like more ideas on how to manage group talk go to Section 8 of the
Literacy Across the Curriculum file.
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44. Teacher’s Pet
Section 6
Continuing Professional
development
• Teachers standards framework
• Personal action plan
• Further training
• Useful websites and further reading
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45. Teacher’s Pet
Using Teachers Pet for Continuing Professional Development
Set in the context of the Teachers Standards Framework:
Target Planning and Teaching Managing own Managing
audience setting and performance and Suggested uses of Teacher’s PET
expectations Managing and developing
pupil development other staff
learning and adults
Induction • Use as a basis for discussion with mentor
• Choose aspects as a focus for lesson observations
2-5 years • Self study
experience • Trialling activities in lessons and share ideas at department meetings.
Discuss ideas with colleagues
Threshold • Self study
• Trialling activities in lessons and share ideas at department meetings.
Discuss ideas with colleagues
Subject leaders • Use as a basis for discussion at department meetings. Establish peer
observations linked to a focus in Teacher’s Pet.
• Set up a central store for sharing resources developed as a result of
Teachers Pet
• Identify next steps for colleagues who have successfully developed
techniques in Teacher’s Pet e.g. work with consultant, department
training using KS3 materials, classroom research, being coached. Contact
LEA KS3 consultants to discuss available materials or support
Headteachers • Provide new staff with a copy of Teacher’s Pet as part of their induction
• Create time at staff meetings for teachers to discuss Teacher’s Pet in
cross-curricular groups and run “show and tell” sessions
• Set up a teaching and learning group – use Teacher’s Pet as a focus
• Encourage staff to attend Network groups and to make use of LEA KS3
consultants for further support
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46. Teacher’s Pet
Writing a personal development plan
GOAL STRATEGIES
This is what I will be doing differently I will therefore do this…..
By….
MONITORING SUPPORT
I will know and the school will know that I am getting I will receive the following money, time, people…
there because….
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47. Teacher’s Pet
KS3 Strategy Cross Curricular Training Units
Assessment for Learning Literacy across the curriculum
1. Assessment for Learning in 1. Writing non-fiction
every day lessons 2. Writing style
2. Formative use of summative 3. Spelling and vocabulary
assessment 4. Active reading strategies
3. Objective led planning 5. Reading for information
4. Oral feedback 6. The management of group talk
5. Written feedback 7. Listening
6. Self and peer assessment 8. Making notes
7. Curricular target setting 9. Using the library/learning centre
8. Setting targets for pupils 10. Marking for Literacy
9. Standards and progression
“Literacy in…..” – Subject specific
10. Closing the learning gap
training on writing, reading, speaking
and listening
Numeracy across the
curriculum
1. The importance of All units last 75- Learning Schools
numeracy across the 90 mins 1. Running a network in
curriculum Ideal for use in school
2. Maths through other department or 2. Capacity Building
subjects subject leader 3. Coaching 1 and 2
3. Using calculators in KS3 meetings
4. Handling Data in KS3
Subject Leader Development Teaching and Learning
Programme 1. Planning lessons
1. Subject Leadership at KS3 2. Questioning
2. Analysing and interpreting pupils’ 3. Explaining
attainment data and reviewing their 4. Modelling
progress 5. Starters
3. Sampling pupils’ work and views 6. Plenaries
4. Evaluating the KS3 Schemes of work 7. Challenge
5. Reviewing planning , teaching and 8. Engagement
learning 9. Principles for Teaching thinking
6. Agreeing targets and developing a 10. Thinking together –group talk
strategy for improvement 11. Reflection
7. Improving the quality of teaching
Schools Facing Challenging Circumstances – self study KS3/4 T&L units
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48. Teacher’s Pet
Useful Websites
• www.webstore-ed.net/eds City of York Council website – click on
Transforming KS3 link. Lots of practical ideas for activities and resources
• www.standards.dfes.gov.uk/keystage3 National KS3 Strategy website
• www.ncaction.org.uk for levelled pieces of work
• www.teachit.co.uk resources for lesson planning
• www.learn.co.uk resources for lesson planning
• www.ngfl.gov.uk links to lots of internet resources
• www.qca.org.uk follow the link to assessment for learning
Useful Reading
• The teachers toolkit – Paul Ginnis, Crook House Publishing Ltd 2002
• Working inside the black box – Paul Black et al, Kings College London
2002
• Strategies for closing the learning gap – Mike Hughes, Network
Education Press Ltd 2003
• Thinking through Geography – David Leat, Chris Kingston Publishing
1998
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