Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...
T&L Handbook 2009 10
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2. All students need to be given frequent opportunities to demonstrate the progress they are making – not just the two or three who put their hand up the most!
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5. Relevant data must be shared with students. All targets and target grades should be recorded on target sheets at the front of each exercise book/folder.
6. Students should be aware of their target levels/grades, both in the short-term and for the end of the year and Key Stage.
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8. Students need to feel challenged in lessons in order for them to feel stimulated. Teachers need to set high expectations in every lesson and continually enforce these expectations to ensure students make the maximum amount of progress.
9. Of course, too much challenge without the correct support could have a negative impact on students’ learning. However, as a general rule, it is better to start with more challenging goals and to provide appropriate support rather that starting with easy goals and trying to tack on ‘extension’ tasks at the end.
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11. Establish ‘talk rules’. These might be negotiated with a class. Examples include; we talk one at a time; we respect each other’s opinions; we give reasons for our ideas; if we disagree we ask “why?”
12. If you use mini whiteboards, try giving one between two – it forces students to talk/debate.
13. Be clear in your own mind what you want students to get out of their discussion – and ensure they understand the success criteria.
14. Carefully plan who will talk to who – different groupings may work better for different tasks.
15. Give formative feedback on the WAY students talked with each other as well as on the task itself. E.g; “Well done for spending the whole time talking about the task”; “ I liked the way you asked each other questions”; “Next time try to ask your partner to help you check out your idea instead of asking me.”
16. There may well be discussions between teacher and student that are not planned and these are important. However, a great deal of dialogue must be planned and prepared for. It is essential to structure tasks carefully for students. A vague instruction to “have a chat about this for a few minutes” will lead to chaos. Explicit structures for groups, talk rules and careful timings are essential.
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19. How will they demonstrate that they have met the objectives?
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21. Taking this into account, teachers need to use a wide variety of teaching and learning strategies. This need not necessarily be within every lesson, but should certainly apply across any series of lessons.
25. Assessment for Learning is vital. AfL strategies help make sure that teachers know their students as well as they can and they also ensure students have a clear understanding of their own learning and targets. Without AfL, differentiation is impossible because we cannot know what kind of differentiation is needed.
26. 445897010160Using a wide variety of teaching styles will help motivate learners and meet the wide range of learner needs.
27. When setting objectives, consider all the students in the class; at its simplest level, this can mean the ‘All/Most/Some…’ or ‘Must/Should/Could…’ format (see section on Objectives).
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31. It is best to start by introducing peer assessment. Students will learn the skills they need for self assessment from this.
32. In order to assess their own work or the work of others students need to be clear about the learning objectives and what the success criteria are.
33. They will need to be trained to collaborate to assess each others’ work. They will need time to reflect on their learning and support in identifying next steps.
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35. Regular and meaningful homework is important as it gives pupils the opportunity to practice at home the tasks covered in class and helps the pupils work towards improving important skills, including becoming more independent in their learning.
![Oxford School Teaching & Learning Handbook <br />762000835660 <br />1917708108955942330902970<br />Great Expectations SEAL Success-153670694055<br />Contents<br />Introduction3<br />Section A - Great Expectations4<br />Progress8<br />Dialogue10<br />Objectives13<br />Differentiation16<br />Rewards21<br />Assessment22<br />Environment25<br />Resources27<br />Engagement29<br />Plenaries32<br />Section B – Seal & Student Management35<br />Positive Learning environment tips39<br />De-escalation techniques41<br />Student Pathways42<br />Zone Progression43<br />Rewards & Consequences48<br />Introduction<br />All of us at Oxford School are striving continually to improve our teaching in order to deliver the best possible lessons for our students. This handbook has been written by different members of staff with this goal in mind and is designed to help us focus on what is needed to teach outstanding lessons. <br />The handbook is in two parts. Section A outlines our ‘Great Expectations’, a framework for good practice in teaching and learning that was put together after consultation with staff across the school. These ‘Great Expectations’ include some broad principles as well as plenty of practical strategies for use in the classroom. They build upon the good practice that already exists within the school and represent a guide to the kinds of things that we expect to see regularly in lessons. <br />Section B outlines our approach to student management. It begins with an overview of SEAL, a project that the school has recently got involved in and which will increasingly inform our approach to teaching and learning. This is followed by some practical tips for student management in the classroom and details on the ‘Four Learning Zones’.<br />The handbook is intended to be used, so try some of the ideas, keep it handy, write notes on it, discuss its contents, use it as a tool to share good practice, refer to it regularly in your planning and in faculty meetings. Above all, use it help keep the focus on the thing that matters most in schools; delivering high quality lessons for the students we teach.<br />Section A<br />Great Expectations<br />Starters<br />Starters are lively, engaging openings to lessons. Their aim is to engage all pupils in the learning and establish a sense of pace and challenge within a safe, fun, learning environment. Starters should relate to the aim of the lesson to give students a sense of direction. Starters also exploit the prime learning time at the beginning of lessons when pupils are often at their most receptive and concentration levels are high, enabling us to ‘hook the learners’. <br />Here are some ideas for starters; these have been divided into the following categories:<br />Reviewing1029970125730Tell me something - Students are given a word/topic and asked to explain what they know about the topic.Starter & Plenary Quiz - Start and finish the lessons with the same quiz so the pupils can see how they have progressed.Memory test - The pupils are provided with a list of key words – how many can they remember after 5 minutes?Just a minute - Select a pupil and they have to talk for a minute on a topic.Recap – 10 questions on previous lesson.List - List 3 things you found out/learnt last lesson (on mini whiteboard).5 to 1 - Summarise what you know about the topic in 5 bullet points - reduce to 5 words - reduce to one word.Literacy758190120650Spellings – Linked to topic.Match up - Definition of terms and key words – match them up.Hangman - Key words. Conundrums - Made up of words that are commonly misspelt.Anagrams Rephrase it – Student spend a minute or so rephrasing the aim of the lesson (presented in curriculum terminology) in their lingo. Unscramble – Students unscramble the word and write down its meaning. Q&A1028700-1285240True or False/Yes or No - Teacher or pupils ask questions that can only be answered with a true or false / yes or no.Who am I? - Teacher gives clues to a famous person, item, country etc. The pupils have to write who or what they think it is.Jeopardy - The pupil is given the answer, e.g. Paris and they have to work out the question.Just a minute – pupils talk on a topic without hesitation, repetition etcTaboo - Describe a word/character/event to a partner without saying the taboo wordsImages & props – Visual Stimuli86677541275Label the picture - Students are given a photo or picture and they need to add labels to describe the scene.Name me - Name cards to be placed next to tools/equipment/bones for practical subjects.Odd one out – pictures or words on the Smartboard.Memory game - Look at 12 items on a tray, remove tray, class asked to write down items.Link it – Student identify links and relationships between images. This also works with props. Questions – What questions come to mind when you look at this picture?Words – Think of adjectives to describe this image.Tell me more – Students identify what they want to know about a stimulus (can also be used for a short extract or statement)What’s the story? – Students identify the story behind the image. <br />During successful interactive starters:<br />students engage fully in learning from the outset and gets them in the mindset for your lesson. <br />they gain an understanding of the objectives and purposes of the lesson – creating a fluid transition to the main part of the lesson; <br />there is a sense of pace; <br />students spend most of their time on-task and focused on learning; <br />there is an appropriate level of challenge.<br />Expectations<br />High expectations are a pre-requisite for effective teaching and learning. We need to be prepared to be constantly reinforcing our expectations in terms of learning and behaviour.<br />5353050294005Classroom rules The classroom has to be an environment in which pupils are clear as to the expectations placed upon them and in which there are clear protocols for behaviour. Rules are most effective when they are negotiated between the teacher and the pupils; they need to be simple and memorable. To help support your classroom rules, ensure that you follow the school’s behaviour policy, the key principle of which is to “keep students in the learning”. <br />Do not be tempted to ignore poor behaviour and, in particular, always challenge disruptive behaviour. At the same time, you should consistently reinforce basic expectations on uniform; presentation of work and care of books/folders; students bringing the correct equipment; use of electronic devices; and eating/chewing in class. <br />Classroom routines<br />Establish classroom routines that pupils are familiar with. At the start of the lesson:<br />Have students’ books on their desks before they enter (or, if this is not possible, spread them out on a table near the door so they can collect their book easily on their way in)<br />Ensure there is an activity for the students to start as soon as they enter the room.<br />Engage the class quickly with something about today’s lesson or something positive and memorable from the last one. Use a stimulating starter.<br />Have the lesson objectives on display and clearly and quickly identify the expected learning outcomes using language the pupils can easily understand.<br />Get straight into the lesson, leaving the register and collecting of homework until later on.<br />Towards the end of the lesson:<br />End early. Leave at least 10 minutes to use as a plenary.<br />Summarise the learning.<br />Set the scene for the following lesson.<br />Have clear routines for the organised departure and have some way of saying goodbye and thanking pupils for a good lesson.<br />5143500279400BrainBookBuddyBossThroughout the lesson, you should also be as consistent as possible in following routines regarding rewards and sanctions.<br />Encouraging independence<br />Aim for students to take responsibility for their own learning. For example, encourage students finding a task difficult not to ask you (the ‘Boss’) immediately, but to think first, then look again in their textbooks/resources and then to ask their partner. <br />Progress<br />Ensuring students make enough progress in their learning is the key to good teaching; indeed, it is the whole point of teaching and learning! There are many ways to ensure students make progress (see the chapter on assessment in particular; ‘assessment for learning’ is really ‘assessment for progress’), but there are some key points to bear in mind specifically;<br />,[object Object]](https://image.slidesharecdn.com/tlhandbook2009-10-100406070727-phpapp01/85/T-L-Handbook-2009-10-1-320.jpg)
