EHSTeaching: a professional learning resource

Supporting the continuous improvement of teaching and learning in Eyemouth High School

LESSON EVALUATION TOOLKIT

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LESSON EVALUATION TOOLKIT (April 2019)

(Click on the hyperlinked statements for further information)

 

Typical elements of very good practice

Daily Review

(including Weekly & Monthly Review)

·  Low-stakes assessment, promoting re-call from everyone.

·  Includes material required for the lesson, recent and less-recent material.

Learning intentions ·  Set out precise learning goals (derived from course content).

·  Clearly communicated (verbally and visually, if possible) in student friendly language.

·  Revisited during lesson and in Plenary.

·  If appropriate, reveal lesson structure.

Success criteria  ·  Clear communication of what you are looking for / what success looks like, e.g.:

·  Modelling

·  Examples

·  Statements of standards

·  Common mistakes and misconceptions

·  Students involved in creation (if appropriate).

·  Used to support student self-evaluation.

Presentation of content ·  Checking what students know or can do already.

·  Clear presentation, including explanations and visuals which stimulate interest.

·  Interactive – includes frequent checks for understanding.

·  Repeating and summarising key points.

Practice ·  Guided first, then independent.

·  Co-operative learning opportunities.

·  Over-learning – lots of opportunities to master content.

·  Teacher circulating class, checking on everyone.

Plenary ·   Revisits the learning intention and success criteria.

·   Reinforces the main learning points of the lesson.

·   Gathers further evidence about what has been learned, was difficult, or not learned (e.g. via Exit Tickets).

·   Summarises next steps.

Challenge & support ·   Tasks are appropriately challenging – not too easy but not too difficult.

·   Balance of familiar and less-familiar content.

·   Choices within activities, with differing levels of challenge.

·   Availability and use of support resources, e.g.:

·   Knowledge Organisers

·   Checklists & scaffolds

·   Peer teaching

Make students think & check for understanding ·  Strategies to make everyone think and everyone’s learning visible, e.g.:

·  Questioning: pose, pause, pounce, bounce.

·  Discussion (e.g. chat to a partner, think-pair-share)

·  Active assessment methodologies (e.g. true/false, multiple choice)

·  Show-me boards.

Feedback ·   Clear and precise.

·   Recognises positives and points to next steps – ‘what’ and ‘how’.

·   Links to success criteria (e.g. modelling, examples, statements of standards).

·   Individual and whole-class messages.

·   Includes verbal and written comments (as appropriate).

·   Time available for students to take on board feedback and improve (may be via homework).

Relationships ·   Knowing students well.

·   Positive and professional interactions.

·   Recognition of positives, particularly effort.

High Expectations ·   High expectations of effort, behaviour and quality of work.

·   Target / goal setting (e.g. personal bests).

·   Encouragement.

Management ·   Calm, ordered, under control.

·   Effective use of time, space and resources.

·   Appropriate pace.

Behaviour ·   Students are on-task, engaged, interested, motivated.

·   Poor student behaviours are dealt promptly and in as low-level a way as possible.

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