Additional Information
Book Details
Abstract
This book focuses on the most common areas for improvement in teaching, learning and assessment that are regularly identified in lesson observations, including beginning and ending lessons, differentiation, assessment for learning, giving feedback and effective questioning. Many of the observations about these key topics are not fully understood by teachers, who remain unclear about what can they can do to improve.
Specifically written for use within vocational contexts, Sharrock helps you to fully understand these common areas for improvement, unpicks what good and poor practice might look like, and provides practical activities and strategies for you to use and adapt in your teaching. It therefore addresses the strong government drive to improve standards and the need to help FE colleges and other post-16 providers achieve this aim.
A qualified teacher and Ofsted inspector, Terry Sharrock has worked in education for 30 years, both in this country and the USA. Terry was a coach and cohort leader on the National Teaching and Learning Change programme, designed to improve teaching, learning and assessment in a number of contexts. He runs his own successful educational consultancy and regularly carries out observations of teaching and learning for a range of providers, as well as staff training on related topics.
Superb book for tackling secondary school college students with maths & English (spelling) issues.
Graham Duckworth
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half-title | i | ||
| Series information | ii | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of contents | v | ||
| Meet the author | vi | ||
| Introduction | 1 | ||
| How to use this book | 1 | ||
| The structure of each chapter | 2 | ||
| A bit of theory | 2 | ||
| From the files | 2 | ||
| Think about it | 2 | ||
| Try this | 2 | ||
| Summary (What should I do next?) | 2 | ||
| Further reading | 2 | ||
| Chapter summaries | 2 | ||
| Chapter 1 Lesson observations | 2 | ||
| Chapter 2 Beginning and ending lessons | 3 | ||
| Chapter 3 Differentiation | 3 | ||
| Chapter 4 Assessment for learning | 3 | ||
| Chapter 5 Giving feedback | 3 | ||
| Chapter 6 Effective questioning | 4 | ||
| Chapter 7 Embedding English and maths | 4 | ||
| Chapter 8 Promoting equality and diversity | 4 | ||
| Chapter 9 Promoting British values | 4 | ||
| And finally… | 5 | ||
| Chapter 1 Lesson observations | 6 | ||
| What makes a good observation of the teaching and learning process? | 6 | ||
| The purpose of lesson observations | 7 | ||
| To monitor the quality of teaching and learning | 7 | ||
| To improve the quality of teaching and learning | 7 | ||
| To help with the development of staff | 8 | ||
| Graded or ungraded observations? | 8 | ||
| Writing observation reports | 9 | ||
| Post-observation discussions | 9 | ||
| How to prepare for lesson observations | 10 | ||
| Further reading | 11 | ||
| References | 12 | ||
| Chapter 2 Beginning and ending lessons | 13 | ||
| Introduction | 13 | ||
| Starting your lesson | 14 | ||
| 1. Explaining the learning intentions | 14 | ||
| 2. Keep it manageable | 14 | ||
| 3. Recap previous learning | 14 | ||
| 4. Use a starter activity | 14 | ||
| Add ‘because’ to the end of learning intentions | 18 | ||
| Defining words | 18 | ||
| Highlight key words | 18 | ||
| Create a puzzle | 19 | ||
| Visual representation | 19 | ||
| Missing words | 19 | ||
| ‘Find the words’ starter activity | 20 | ||
| Ideas for endings | 21 | ||
| Taking notes | 22 | ||
| Learner-set questions | 22 | ||
| Using questions to review learning | 22 | ||
| Hot seating | 23 | ||
| Guess the word | 23 | ||
| ‘Yes or no’ questions | 23 | ||
| Further reading | 24 | ||
| References | 25 | ||
| Chapter 3 Differentiation | 26 | ||
| Introduction | 26 | ||
| What is differentiation? | 27 | ||
| What is so good about differentiation and why should you do it? | 27 | ||
| Types of differentiation | 28 | ||
| Differentiation using feedback | 28 | ||
| Differentiation by questioning | 29 | ||
| Differentiation by support | 29 | ||
| Differentiation by learning outcome | 29 | ||
| Mastery versus differentiation | 30 | ||
| Differentiation in teaching and learning methods | 33 | ||
| Further reading | 38 | ||
| References | 38 | ||
| Chapter 4 Assessment for learning | 40 | ||
| Introduction | 40 | ||
| Summative assessment | 40 | ||
| Formative assessment | 41 | ||
| Learner-set questions | 47 | ||
| Target setting | 47 | ||
| In-class targets | 47 | ||
| What does good look like? | 47 | ||
| Talk share | 48 | ||
| Question box | 48 | ||
| One-sentence summary | 48 | ||
| Instant feedback | 48 | ||
| RAG rating | 48 | ||
| Assessment criteria | 49 | ||
| Best work | 49 | ||
| Reflection logs | 49 | ||
| Further reading | 49 | ||
| References | 50 | ||
| Chapter 5 Giving feedback | 52 | ||
| Introduction | 52 | ||
| Responding to incorrect answers | 60 | ||
| Further reading | 61 | ||
| References | 62 | ||
| Chapter 6 Effective questioning | 63 | ||
| Introduction | 63 | ||
| Why do we ask questions? | 63 | ||
| The Jabberwocky exercise | 66 | ||
| Whole-class questioning | 66 | ||
| Pose, pause, pounce, bounce | 71 | ||
| Further reading | 73 | ||
| References | 74 | ||
| Chapter 7 Embedding English and maths | 75 | ||
| Introduction | 75 | ||
| Why don’t learners attend English and maths lessons? | 75 | ||
| Further reading | 85 | ||
| References | 86 | ||
| Chapter 8 Promoting equality and diversity | 87 | ||
| Introduction | 87 | ||
| Equality Act of 2010 | 88 | ||
| How do you promote equality? | 88 | ||
| Group profiles | 88 | ||
| Why should you promote equality and diversity? | 89 | ||
| How to handle inappropriate comments | 94 | ||
| Further reading | 98 | ||
| References | 99 | ||
| Chapter 9 Promoting British values | 101 | ||
| Introduction | 101 | ||
| 1. Democracy | 101 | ||
| 2. The rule of law | 102 | ||
| 3. Individual liberty | 102 | ||
| 4. Mutual respect and tolerance for those with different faiths and beliefs | 102 | ||
| Why ‘British’ values? | 103 | ||
| British values in action? | 103 | ||
| Opportunities to promote British values | 112 | ||
| Further reading | 112 | ||
| References | 113 | ||
| Appendix 1: Teacher reflective journal | 115 | ||
| Appendix 2: Find the words starter activity | 116 | ||
| Appendix 3: Commentary on case study 1, Chapter 3 | 120 | ||
| 1. What comments would you make about the stated learning outcomes? | 120 | ||
| 2. What use could be made of the information provided in the session file? What other information would be useful to have on each learner? | 120 | ||
| 3. Could the task of composing a complaint be related to the different vocational areas? | 121 | ||
| 4. How effective is the learning in the activity of bringing learners to the front to discuss the information they would include in the complaint? | 121 | ||
| 5. What comments would you make about the final assessment activity? | 121 | ||
| Index | 123 |