ABOUT THIS COURSE

The aim of this course is to provide NQT’s with a list of key points that should be considered when planning a lesson that can lead to an outstanding lesson when observed by others. Which factors should be considered and given more weighting to ensure that learning is taking place and how to effectively gain feedback from what has been taught?

 

BENEFITS OF ATTENDING

  • Gain an insight into how to produce an outstanding lesson for inspections
  • Explore what observers look for in an outstanding lesson
  • Take away positives of how to improve your lesson
  • Develop your understanding of key points of an outstanding lesson
  • Utilise diagnostics to inform your classroom practice with your students in mind
COURSE DATES Online | Wednesday 13 October 2021
WHO SHOULD ATTEND? 
  • Mathematics NQT’s
COURSE CODE 8705
IN-SCHOOL You can also book this as an In-School Course
INCLUDED
  • A specially prepared folder of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance

10.00 – 10.45am: Establishing set routines before the lesson starts

  • Creating a working relationship between Teachers and Students at the commencement of the academic year
  • Discussion of what a student’s life is like in a school before they enter your classroom – knowing the nature of your students relationship within the school is fundamental to how you (as a representative of that experience) deliver your classes
  • Establishing how classroom rules differ between teachers
  • Creating a love of learning in the classroom – sincerity in teaching / energy in delivery
  • Linking the lesson to student’s ECA’s
  • Effective seating plans in a classroom – so simple yet so effective
  • Data and how to use it to make informed choices

10.45 – 11.00am: Break

 

 

11.00 – 11.45am: How to Effectively Start a Lesson

  • Injecting life into starter questions and clarifying why they will always be important
  • Curriculum paths, what has gone before, what will happen, what will happen next
  • Objectives – both main and differentiated: knowing that failing the objective doesn’t necessarily mean the lesson has accomplished anything
  • Key words and why we need them – regardless of pedagogical approach key words will also need to be solidified for student recall – this is how you embed them

 

 

11.45 – 12.30pm: Keeping Teacher Talk Time to a Minimum

  • The subtle nuances between lecturing and engaging – assess the appropriate style for the specific context
  • A practical strategy to utilise a hybrid approach conflating both open and closed questioning
  • The imperative need to relate lesson content to real world scenarios and our students cultural lives
  • Differentiating pedagogy between passive students and active students
  • Myth busting common misconceptions amongst NQTs
  • Getting feedback from student and using it – the teacher as receptive learner

 

 

12.30 – 13.30pm: Lunch  

13.30 – 14.30pm: Creating Independent Students

  • Traffic Light System – Instilling self-believe through diagnostics
  • Individual, Pair, Group Work – not just old hat – with a spin this exercise still fires brain power
  • Applying measurable targeted exercises to maximise value
  • Exercise deep-dive: same sheet, different starting point / same sheet, but blank

14.30 – 14.45pm: afternoon break

 

 

14.45 – 15.45pm: Ending a dynamic lesson

  • Where did we end up
  • Where are the answers?
  • The importance of glue
  • How do you know the lesson objective was met?
  • Why the classroom should be tidied?
  • How do we end the relationship?

 

 

15.45pm: Depart

Jonathan Wells

As an educationalist of fourteen years, Jonathan Wells has worked as a Head of Mathematics, a Head of Secondary and an Educational Consultant in various British & UAE schools. He has led three schools fully through the KHDA inspection process. Familiar with many different curriculums including UK, US, IB and the Indian curriculum and differing examination boards such as AQA and Excel, Jonathan also has wide and varying experience in school improvement. Presently, he is working on the merging of two large independent schools in the Warwickshire area and playing a significant role in the school’s developing use of the new school management information system. Jonathan is highly qualified in many different areas of education and possesses a Masters in Educational Leadership and Management. He is a professional, conscientious and industrious educationalist who truly enjoys inspiring students and teachers to be critical thinkers and become the best they can be.