The Perfect Lesson

Revised and updated

Jackie Beere, Ian Gilbert

• Publisher: Independent Thinking Press
• Year: 2016
• Print ISBN: 9781781352441
• eBook ISBN: 9781781352465
• Edition: 3
• Topic: Education
• Subtopic: Education General

A revised and updated version of Jackie Beere's bestselling The Perfect (Ofsted) Lesson (ISBN 9781781350881) covering the latest Ofsted inspection framework. An observation is only a brief snapshot of your teaching. It could turn out to be like a flattering studio portrait or like that dire passport photo from one of those booths! Either way it is just a snapshot. The aim of this book is not simply to make that brief observation look outstanding but for it to truly reflect your everyday outstanding teaching. The inspection framework aims to discover the 'typical' quality of the teaching that is delivered every day of the year, not just during inspection. The best way you can be 'outstanding' is to develop a flexible, multifaceted approach that draws on the very best ideas and which continually adapts and responds to individual learners' needs. Here, Jackie Beere shows you how as she shares her expertise and experience in a practical, down-to-earth way; it is as much about world-class quality in teaching and learning as it is about surviving an inspection. The advice is easy to apply - no matter what subject you teach or what sort of teacher you are. Many different teachers have successfully implemented the strategies offered here and adapted them to suit their different styles, personalities and classes. With The Perfect Lesson, you can be confident of revealing your school in the best possible light and, who knows, you may even enjoy the process.

Chapter 1

The perfect lesson in simple stages: meeting the new criteria and delivering progress in learning

Schools cannot be judged as ‘outstanding’ for overall effectiveness unless the ‘quality of teaching, learning and assessment is outstanding.’

Ofsted, School inspection handbook (2015): 37

There is no one, magic formula or set structure for the ‘perfect’ lesson but the steps here will give you some ideas on how to develop your own version of the very best learning experiences for your class.

Step 1. Know what they are looking for

How can you ensure, in the brief time an inspector (or other observer) is in your classroom, that it is clear that your pupils ‘typically’ make great progress, achieve their full potential and exhibit the attitudes and behaviours of great learners daily?

Sharing the criteria for success is essential for any learning experience. If you (or your students) do not know what they are expected to strive for, how do you (or they) know they have achieved success? So, with this in mind, the Ofsted 2015 grade descriptors for outstanding teaching, learning and assessment are shown below:

Outstanding (1)

Teachers demonstrate deep knowledge and understanding of the subjects they teach. They use questioning highly effectively and demonstrate understanding of the ways pupils think about subject content. They identify pupils’ common misconceptions and act to ensure they are corrected.

Teachers plan lessons very effectively, making maximum use of lesson time and coordinating lesson resources well. They manage pupils’ behaviour highly effectively with clear rules that are consistently enforced.

Teachers provide adequate time for practice to embed the pupils’ knowledge, understanding and skills securely. They introduce subject content progressively and constantly demand more of pupils. Teachers identify and support any pupil who is falling behind, and enable almost all to catch up.

Teachers check pupils’ understanding systematically and effectively in lessons, offering clearly directed and timely support.

Teachers provide pupils with incisive feedback, in line with the school’s assessment policy, about what pupils can do to improve their knowledge, understanding and skills. The pupils use this feedback effectively.

Teachers set challenging homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning, deepens understanding and prepares pupils very well for work to come.

Teachers embed reading, writing and communication and, where appropriate, mathematics exceptionally well across the curriculum, equipping all pupils with the necessary skills to make progress. For younger children in particular, phonics teaching is highly effective in enabling them to tackle unfamiliar words.

Teachers are determined that pupils achieve well. They encourage pupils to try hard, recognise their efforts and ensure that pupils take pride in all aspects of their work. Teachers have consistently high expectations of all pupils’ attitudes to learning.

Pupils love the challenge of learning and are resilient to failure. They are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills. They thrive in lessons and also regularly take up opportunities to learn through extra-curricular activities.

Pupils are eager to know how to improve their learning. They capitalise on opportunities to use feedback, written or oral, to improve.

Parents are provided with clear and timely information on how well their child is progressing and how well their child is doing in relation to the standards expected. Parents are given guidance about how to support their child to improve.

Teachers are quick to challenge stereotypes and the use of derogatory language in lessons and around the school. Resources and teaching strategies reflect and value the diversity of pupils’ experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experience. Pupils love the challenge of learning.

Ofsted, School inspection handbook (2015): 48–49

Inspectors are looking for typicality in teaching, not the one-off brilliant lesson. They will check whether or not the lesson they are seeing is typical for the teacher by talking to students and looking at their books. This is a very good reason to make sure that what you are delivering each and every day is helping children progress.

Searching for the ‘x’ factor: what are the magic ingredients that will make your teaching outstanding and demonstrate the high quality of provision in your school?

Key ingredients for success, based on the descriptors above are:

All the pupils, particularly those who have the greatest needs, are making rapid and sustained progress.

Able ch...

Table of contents

• Cover
• Title Page
• Dedication
• Acknowledgements
• Contents
• Introduction
• Chapter 1: The perfect lesson in simple stages: meeting the new criteria and delivering progress in learning
• Chapter 2: Preparing to be present in the classroom
• Chapter 3: Assessment as learning
• Chapter 4: Independent learning in the classroom
• Chapter 5: Making teamwork work: productive collaborative learning
• Chapter 6: Top tips for using human and other resources effectively to enhance progress in learning
• Chapter 7: Ofsted 2015: what it means for the perfect lesson
• The Perfect Lesson quick checklist
• Postscript
• References and further reading
• Copyright