Saturday, October 31, 2015

Switching on the Outstanding Factor


Every teacher has faced the impending lesson observation. Your senior leadership team have told you the date and what the subject will be. So you go home and start preparing for it, usually a few weeks in advance. You believe that you should approach the observation as you would any other lesson you teach but you know that your SLT want you to pull out all the stops. 

What should you do?

Leadership teams have an unfortunate habit of using Ofsted's whole school observation checklist for individual lesson observations. Many teachers will add bells, whistles and even a few fireworks to make sure the observed lesson has all the outstanding features that the Ofsted whole school checklist appears to mention. To gain outstanding you must tick all the outstanding boxes after all. Teachers will also add in additional features the SLT have deemed necessary due to reading up on other school Ofsted reports. These features may or may not help improve teaching and learning but because the school down the road had them in their latest Ofsted report then your SLT wants to see them included.

So your not planned for outstanding lesson looks like this.

  • Write the Learning Objective on the IWB (use of technology ticked)
  • Discuss said LO with the class and what it means - tick
  • Write a list of success criteria to achieve said LO (add additional criteria as you know your SLT like to see lots of them - tick)
  • Show a video/image to draw in the class (this can be related to the LO or not, just make sure the children are engaged - another tick)
  • Ask questions about the video/image but make sure you follow the recent no-hands up policy, use lolly sticks or even better use the class set of iPads lying in the ICT/Computing (what's it called?) suite/trolley and that app someone mentioned where you hold up a printed out QR code or something (lots of ticks here)
  • Model the lesson and play a game on the IWB (children can't come up to use the IWB as that would take up too much time) - ticks galore
  • Make sure children are not sitting on the carpet/chairs for too long as you have to make sure there is pace in the lesson (Mastery hasn't quite made it into your school's SLT lesson observation guidelines yet)
  • Send your Higher, Middle and Lower groups off to complete their differentiated work (tick, tick and tick)
  • Make sure your TA is with your Lower group and ask a few pertinent questions to show your control of the TA's function in the class -tick
  • Sit with one group for at least 10 minutes, ask lots of reasoning type questions and listen intently. Try that bouncing question technique someone mentioned last term (ticks)
  • As children are working interrupt them with inane questions so your observer sees you (tick)
  • Do not mark any work during the lesson no matter how strong the urge as your SLT said no marking during lesson time (see next point)
  • Lesson marking should be ticks and corrections, use corrections on the visualiser to demonstrate powerful learning opportunities (someone in SLT read this online and said it would be food to Ofsted) - ticks all round
  • Add a mini plenary every so often, not because you and your class need one but because your SLT insist on them - a tick for every plenary
  • Keep an eye on the time, the lesson cannot run over time nor should it end too soon. Let the children know when there are 5 minutes left.
  • Plenary time, your SLT want you to move the learning on so do not use this as an opportunity to go through errors or misunderstandings, this is a time to move the learning on. (ticks, ticks and ticks)
  • The observed lesson is over

Later that day you will discover whether or not your lesson was outstanding. 

Your class on the other hand will wonder why you were being such a idiot.