1. It was the best of times; it was
the worst of times…….
……..it was the age of wisdom, it was the age of
foolishness, it was the epoch of belief, it was the
epoch of incredulity, it was the season of Light, it
was the season of Darkness, it was the spring of
hope, it was the winter of despair, we had
everything before us, we had nothing before us..
Charles Dickens : opening of ‘A Tale of Two Cities’ (1859)

2. Connecting with previous learning with Hinge Questions:
Provide either a start to this phrase – or use it to start a sentence and
complete it.
……………equatorial rainforests have high temperatures throughout the year……..
…………….. it rains nearly every day in tropical rainforests……………………………….
…………the growing conditions for plants in rainforests are near perfect…………………
……….. a wide range of animal species make extensive food chains……………………

3. 1. What is one thing that surprises you in this photo?
2. What is one thing that doesn’t surprise you?
3. How would you explain one feature in this photo?
The Thunk

4. A level essay: Evaluate the extent to which urban redevelopment strategies
have been successful.
Evaluates without using case-studies
Evaluates using case-studies
Evaluates with reference to original objectives
Evaluates over short, medium & long term
Not successful Fully successful
Evaluates with reference to sustainability of strategy
Evaluates commenting on applicability to other situations
Evaluates but challenges original objectives & defines new ones

7. What Factual Question would
you want to ask this guy?
What would you want him to
Explain to you?
What Opinion Question would
you want to ask him?

10. Group-work Effectiveness Tally
Group Everyone Discussion is Every Group Every group All play a part
understands focused on member of members are member can in the final
the task the task group is listening to say what presentation
contributing each other their role is
Red
 
Blue
 
Green
   
Black
 
Yellow

11. Group-work Effectiveness Tally
Group You Discussion is You are You are You are clear You play an
understand focused on contributing listening to about what active part in
the task the task ideas & other your personal the final
suggestions members role is presentation
Red      
     
Blue      
     
Green
Black
Yellow

14. So, why didn’t we run out of oil in 2003 ?
Ever since I was at University in the 1970s the world has seemed to
have ‘25 years worth of oil left’. That’s still the forecast today 2013.
Largely because we’ve learnt to extract far more from existing
reserves. In the 1970s if oil companies got 40% of oil from a
reserve they were doing well. Today they would expect 65% or
more. In education we keep looking for the new silver bullets or
fairy dust that will transform learning. Sometimes its about looking
at existing ideas – and using them better, extracting more from
them, or applying more insight in using them. The following slides
illustrate this.

15. Creating the conditions for highly effective classroom experiences
How can we extract more value from what we already have?
• Rummaging through the exam boards secrets
• Thinking skills pedagogy
• The multi-person classroom
• Feedback as mid-point

18. Creating the conditions for highly effective classroom experiences
How can we extract more value from what we already have?
• Rummaging through the exam boards secrets
• Thinking skills pedagogy
• The multi-person classroom
• Feedback as mid-point

20. SOLO – not just the stages, but also the sophistication…
Simple Q
General Fact
Usual Facts
Breakthrough Q
Specific,
Validated,
Unique
Contextualised
research
Fact

21. Creating the conditions for highly effective classroom experiences
How can we extract more value from what we already have?
• Rummaging through the exam boards secrets
• Thinking skills pedagogy
• The multi-person classroom
• Feedback as mid-point

22. What can we learn from the death of Mrs Endo to help
prevent people dying in future earthquakes in Japan?
Option 1 : Design an earthquake-resistant
building. Label the key features that will help
people survive an earthquake.
Option 2 : Produce a leaflet to go in a hotel room,
school or office giving advice to people of Do’s
and Don’ts to keep them safe Before, During and
After an earthquake
Option 3 : A new city is being designed
& they want to learn the lessons from
Kobe. What recommendations would
you make – especially on reducing
primary effects that lead to many
secondary ones after an earthquake.

24. Creating the conditions for highly effective classroom experiences
How can we extract more value from what we already have?
• Rummaging through the exam boards secrets
• Thinking skills pedagogy
• The multi-person classroom
• Feedback as mid-point

26. Highly Effective Teacher Personality Attributes
Gosh –
you’re
fortunate
Wide array
of
pedagogic
technique
When we interview for posts, we look for
candidates high on the ‘personal attributes’.
And then leave it. Unless they’re NQT we
hardly ever attempt to develop these
attributes further. Nearly all subsequent CPD is
about acquiring pedagogic technique. We need
to spend time developing both to be effective.

28. Professional Characteristics Hay McBer (2000) Effective teachers….
• Demonstrate & promote respect for others Teaching Skills
• Provide challenge & support ‘tough caring’
building up positive expectations. • Involve all pupils in the lesson
• Show confidence and optimism in their • Use differentiation to ensure all
own abilities. students are challenged
• Contribute actively to moving the school • Use a variety of T&L strategies
forward. • Match strategy to intended
• Show emotional resilience – an ability to outcomes
stay calm. • Use a variety of questioning
• A conviction in the value of what they are techniques to probe understanding.
engaged in. • Make the lesson purpose clear and
Classroom Climate relate it backwards & forwards.
• Are sensitive to how students feel in their
classroom.
• Communicate with clarity
• Establish consistently high standards of
behaviour.
• Are seen to be fair to all.
• Create a comfortable but stimulating
environment with the potential to excite.

29. Hattie’s essential mind-frames of high-performing teachers/leaders:
1. Teachers put the evaluation of the effect of their teaching on students’ learning
and achievement at the heart of all they do.
2. Teachers believe they are change-agents; that the success or failure of their
students is about what they do or do not do.
3. Teachers want to talk more about the learning than the teaching.
4. Teachers see assessment as feedback about their impact.
5. Teachers engage in dialogue not monologue.
6. Teachers enjoy the challenge and never retreat to ‘doing their best’.
7. Teachers believe that it is their role to develop positive relationships in
classrooms/staffrooms.
8. Teachers inform all about the language of learning.

30. Dylan Wiliam : Teacher Quality : Why it matters, and how to get more of it
“This is the key idea if we are to improve teachers’ practice – the
realization that we need to help teachers change habits rather
than acquire new knowledge….”
This is most likely to occur where…..
• Teachers are presented with a range of pedagogic ideas from which they can
select to suit their personal style of teaching.
• There is an assumption of flexibility to adapt other people’s ideas and adapt
them to work in their own classrooms.
• Small steps are seen as the route forward, with an awareness that teaching
– in the short-term – may become less fluent and assured.
• Teachers are supported in their change programme whilst they should be
accountable for the development of their practice.

31. “It is clear that all these elements can be provided through
the establishment of school-based teacher learning
communities. In monthly meetings, of around 75 minutes
duration, teachers report back to their colleagues about what
they have done in their classrooms to improve their practice,
get the support of their colleagues for persisting with these
difficult changes, hear about new ideas for improving
practice, and commit themselves to specific improvements in
their practice for the coming month.
Schools that have embraced this kind of structure have seen
significant improvements both in practice, as observed in
classrooms, and in GCSE results.”
Dylan Wiliam

32. Building teachers into the role-models they can be
• Do you engage in regular discussion of the conceptual framework of subject progression
in the areas you teach?
• Do you share with others a vision of what outstanding pupil performance will look like
in the next unit you are about to teach? For all abilities?
• Do you give time, a place, space, material…for teachers to research their subject and
pedagogy? And then to argue about it?
• Do you provide/create checklists of essential good practice that are used regularly?
• Do you expose teachers to a wide range of techniques from which they can select the
most appropriate for their needs and development?
• Do you have the opportunity to ‘catch others being good’ and be caught yourself? Not
as a by-product but as a focus in its own right.
• Do you have the opportunity to share and expound what is working for you to other
colleagues?
• Do you frame an image of how you want to be, as seen by others and in your own
internal reflection? Do you assist others in visualizing – & performing – as role-models?