English & Media Centre course
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How to teach the ‘perfect’ English lesson
David Didau27th March 2013
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How to teach the ‘perfect’ English lesson
David Didau27th March 2013
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The plan
• Session 1 Planning – 10 - 11.30
• Session 2 Marking & feedback – 11.50 - 1.20
• Session 3 SOLO taxonomy – 2.00 - 3.20
Disclaimer: there is no such thing as a perfect lesson
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What should we include in
an English curriculum?
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What is ‘progress’?
• Performance vs learning
• Introducing ‘desirable difficulties’
• Spacing & interleaving
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Spacing
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Spacing
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Interleaving
Writing WritingReading
Audi
ence
& p
urpo
se
Spel
ling,
pun
ctua
tion
&
gram
mar
Para
grap
hing
& st
ruct
ure
Anal
ysis
ing
Usi
ng e
vide
nce
Cont
extu
alis
ing
Audi
ence
& p
urpo
se
Spel
ling,
pun
ctua
tion
&
gram
mar
Para
grap
hing
& st
ruct
ure
Anal
ysis
ing
Usi
ng e
vide
nce
Cont
extu
alis
ing
Audi
ence
& p
urpo
se
Spel
ling,
pun
ctua
tion
&
gram
mar
Para
grap
hing
& st
ruct
ure
Anal
ysis
ing
Usi
ng e
vide
nce
Cont
extu
alis
ing
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Our KS3 programme of study
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APP lite
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The Learning Loop
assessment of prior knowledge
Setting the context
& building the field
modelling & deconstruction
deliberate practice
feedback
reflectionrepeat
Joint construction
Independent construction
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@Pekabelo
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What might make a ‘perfect’ lesson?
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The bit that’s observed
The bit that makes it ‘perfect’
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Planning Principles
• Time is precious
• Marking is planning
• 5 planning questions
• Focus on learning not activities
• ‘Break’ your plan
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1. How will last lesson relate to this lesson?2. Which students do I need to consider
in this particular lesson? (pen portraits)3. What will students do the moment they
arrive? (bell work)4. What are they learning, and what
activities will they undertake in order to learn it?
5. How will I (and they) know if they are making progress?
5 planning questions
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Activities
http://www.newtools.org/showtxt.php?docid=737
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During the lesson
1. Explain why to the observer
2. Observe the learning
3. Questioning
4. Take the temperature
5. Take risks
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Who would make the best US President?Questioning
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LEARNING: To be able to
analyse characterisation
OUTCOME:
So that we can Evaluate Steinbeck’s intentions
ZOOM OUT
So that we canZOOM IN
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Your questions (QFT)
• Which of your 3 best questions will allow you to meet the learning outcome?
• Choose 1 which you will rewrite
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Question Grid
Is?/Does?Present
Did?Past
Can?Possibility
Could?Probability
Will?Prediction
Might?Imagination
What?Event
Where?Place
When?Time
Who?Person
Why?Reason
How?Meaning
First
Second
How deep do you want your
questions to go?
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Your questions
• Choose a quotation about your character
• Answer your question by ZOOMING IN and OUT on your quotations
• Take a risk – do something surprising!
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Review
• Proofread your work• Highlight where you’ve taken a risk• Explain how well you’ve met the outcome• Peer assess
LEARNING: To be able to
analyse characterisation
OUTCOME:
So that we can Evaluate Steinbeck’s intentions
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moment?
• How might “the best laid plans o’ mice and men” go wrong?
•Who might die?!
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…try to read between the lines and evaluate the writer’s intention a bit
more…
The use of the word ‘poison’ likens Curley’s wife to
something that kills and damages. Also it makes the reader think of plotting and secrets which could explain
why the men are wary of her because she can get them
into trouble…
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Show me
a teacher
who doesn’t
fail every day
and I’ll show you
a teacher with
low expectations
for his or her
students.
Dylan Wiliam
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Break
Back at 11.50
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Session 2
Marking & feedback
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What’s the shortest word in the English language which contains each of the first 6
letters of the alphabet?
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FEEDBACK
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What % of feedback do students receive from their
peers?
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80%
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…and 80% of this is wrong!
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Dylan Wiliam: one of the most effective assessment for learning strategies is to ‘activate students as the owners of their learning’
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5
Use more colour
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4
Trie to improov
the spelling
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3
Make it neater!
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2
Add more detail
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1
Do it better
LOL!!
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Critique
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Critique protocols
Kind (but
honest)
Specific (be
precise)
Helpful (so
that…)
Hard on the content Soft on the person
Step up -Step back
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•Gallery critique•In depth critique•Informal critique
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Embedding a culture of critique
• Would you ever put on a play without rehearsals? Or play a gig without practicing first?
• What could you possibly achieve of quality in a single draft?
• If it’s not proofread, it’s not finished
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Embedding a culture of critique
• Should we cover content, or should we insist on ‘beautiful work’?
• Can we do both?
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Key principles
1. Establish the right culture
2. Go over the rules… every single time
3. Aim for perfection and insist on quality
4. Critique a variety of media
5. Only critique work when it is ready
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Critique in practice
• 5 minutes to plan a lesson which introduces to a class
• Critique each others’ plans
• Review your plans
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Learning outcome: To improve the quality of written feedback so that…
Students know how to improve their work
Students have time to act on feedback
Progress is made visible
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• Importance of feedback
• What do you currently do?
• To grade or not to grade?
• Is praise important?
• How can we make sure feedback is ‘received’?
Reviewing written feedback
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DIRT
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Triple Impact Marking
1. Students reflect on their work
2. Teacher asks questions and sets improvement tasks
3. Students answer the questions and complete tasks
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TIM in EnglishStep One – You will:• Use the CSP Code to proofread
your work• Highlight work you are proud of• EXPLAIN how you have met the
SUCCESS CRITERIA
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TIM in EnglishStep Two – Your teacher will:• Use the CSP Code to point out your
mistakes• Use the SUCCESS CRITERIA to
explain how you can improve• Set specific tasks for you to complete
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TIM in EnglishStep Three – You will:• Read the feedback written in
books• Answer any questions the
teacher has asked• Complete the tasks the teacher
has set
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Learning outcome: To improve the quality of written feedback so that…
Students know how to improve their work
Students have time to act on feedback
Progress is made visible
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Feedback & next steps…
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LunchBack at 2:00
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Session 3Using the SOLO
taxonomy to design learning experiences
so that…?
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What do you know?
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Levels of understanding
• In pairs, arrange the five statements about assessment for learning in order of understanding
• You have 3 minutes
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A problem with Bloom’s…
Night Hawkes by Edward Hopper
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How many different “Blooms” levels were
involved?
What kinds of thinking did you do?
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• Can we define analysis as teachers?
• Can you separate thinking from content?
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SOLO is better because:
• It’s a formative tool – provides useful feedback and makes next steps clear
• It’s a useful assessment tool – clear links with mark schemes
• It focuses on progress• It describes the learning outcome
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With SOLO we can…• thoughtfully design learning intentions
and learning experiences
How does this apply to other situations?
How can you connect this knowledge?
What do you know about…?
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Learning objective: To understand how power is presented in Macbeth
I know several things about power in Macbeth
I can explain the links between the things I know about power
With SOLO we can…• identify and use success criteria which
enable students to make meaningful progress
I can suggest reasons why Shakespeare might have made these choices
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With SOLO we can…• differentiate effectively by allowing
students to choose the point at which they can access lessons
• SOLO stations
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With SOLO we can…• provide feedback and feed forward on
learning outcomes which is simple to understand and straightforward to act on
Feedback: “How have you demonstrated that your knowledge is multistructural?”
Feed forward: “What do you need to do to make it relational?”
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With SOLO we can…• reflect meaningfully on what to do next
“OK, so my work isn’t relational yet. How can I connect what I know?”
Language of learning
UnderstandingDeep & surface
learning
Knowledge success criteria
Progress
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What makes you clever?
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What happens when a student “establishes a
relational construct which is wrong”?
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How much do you know?
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What do you think?
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BeforeBefore
Before Now AfterAfterAfter
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BeforeBefore
Before Now AfterAfterAfter
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BeforeBefore
Before Now AfterAfterAfter
Migingo Island on Lake Victoria is claimed by both Kenya and Uganda. The population of 131 is made up of mostly fishermen and traders.
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• Where was the now part?
• Where was the before part?
• Where was the after after part?
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Implications…
• Task design is essential to allow students to work with content knowledge in increasingly complex ways (progress)
• Task design could be as simple as planning the questions being asked (differentiation)
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Comparison alley1st thing
2nd thing
What they have in
common
Dulce et Decorum
Est
In Flanders Field
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Shall I compare… thee…
to a summer’s
day?
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Why would you use SOLO?
How could you use SOLO?
What do you now know about SOLO?
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Using the SOLO taxonomy to design
learning experiences so that…?
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It’s always better to ask for forgiveness rather than permission
Be brilliant and people will forgive you anything
Two pieces of advice