Key characteristics of
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Examples of teaching strategies in
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Impact on learning
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assessment for learning
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lesson
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Sharing learning
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Teacher:
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Pupils:
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objectives with pupils
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• explains objectives;
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• gain clear understanding of
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• provides sheet with learning
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what they are to learn.
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objectives for pupils to refer to;
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• questions pupils to check
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understanding;
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Helping pupils to know
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Teacher:
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Pupils:
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and recognise the
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• explains success criteria;
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• gain clear understanding
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standards they are
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• models success by providing
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of the standards they are
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aiming for;
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examples of previous work
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aiming for
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• teases out, through whole-class
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• recognise features of good
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discussion, what is good about
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work.
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work presented
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Involving pupils in peer
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Teacher:
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Pupils:
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and self assessment
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• provides sheet with success criteria
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• assess progress they
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for pupils to refer to;
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have made;
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• helps pupils interpret learning
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• identify how they can
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outcomes in the context of their own
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improve their work;
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piece of music;
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• act as critical friends.
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• provides opportunities for
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discussion so that pupils can
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comment on and improve their
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work;
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• provides time for pupils to reflect
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on what they’ve learned.
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Providing feedback
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Teacher:
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Pupils:
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which leads to pupils
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• questions pupils in groups about
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• see more clearly what
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recognising their next
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their work;
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they need to do next;
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steps and how to take
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• provides oral feedback;
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• are able to discuss next
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them
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• builds on responses to help them
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• in whole-class discussion
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steps with each other;
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learn from each other how to
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take the next steps in learning;
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improve.
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• in whole-class discussion uses
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examples of work to highlight
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how different aspects of composition
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can be improved.
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Promoting confidence
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Teacher:
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Pupils:
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that every pupil can
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• provides positive and constructive
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• remain engaged and
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improve
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feedback;
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on task;
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• matches learning objectives to
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• gain satisfaction
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needs by pitching them at a level
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regarding their own
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which challenges individuals;
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progress;
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• celebrates success and sets
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• have a sense that they
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appropriate targets;
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can continue to improve.
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• works in partnership with teaching
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assistant.
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Involving both teacher
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Teacher:
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Pupils:
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and pupil in reviewing
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• maintains continuous dialogue
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• reflect on learning;
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and reflecting on
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about progress being made;
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• focus on learning
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assessment information
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• frequently reminds pupils
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objectives and success
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of learning objectives and
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criteria;
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success criteria;
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• measure own progress and
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• balances teacher assessment
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that of their peers;
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with peer and self assessment;
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• take responsibility for
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• makes effective use of plenary
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their learning;
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reflection – for example, ‘no hands
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• perform to a high standard
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up’ questioning and
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and make good progress.
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paired discussion
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Sharing learning objectives with the pupils
Writing learning objectives – common stems
By the end of the lesson pupils will:
know that … (knowledge: factual information, e.g. names, places, symbols, formulae, events)
develop/be able to … (skills: using knowledge, applying techniques, analysing information, etc.)
understand how/why … (understanding: concepts, reasons, effects, principles, processes, etc.)
develop/be aware of … (attitudes and values: empathy, caring, sensitivity towards social issues, feelings, moral issues, etc.)
Learning objectives may also focus on how pupils learn (e.g. ‘to appreciate how peer assessment can help you to improve your own work’)
Establishing learning objectives
Teaching objectives provide the focus for learning objectives in individual lessons
In foundation subjects schemes of work/units of study provide medium-term teaching objectives
In most lessons it is better to focus on two or three learning objectives
Some learning objectives might relate to improving how pupils learn (e.g. developing a thinking skill or learning strategy)
There may be a range of learning outcomes from one learning objective
Objectives and intended outcomes have most impact when they are shared in pupil-friendly language to help formulate questioning and focus the plenary
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Individual self-evaluation of existing practice using learning objectives
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Reflects
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Some further
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Specific
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current
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development
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attention needed
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practice
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required
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Sharing learning objectives
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Learning objectives in lessons can
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be tracked back to teaching
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objectives in medium-term plans.
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Learning objectives for each lesson
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are shared with pupils and clearly
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separated from explanation of the
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activity.
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If asked during a lesson, pupils can
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explain what they are trying to
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learn and why.
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Questioning and explaining is
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focused on learning objectives of
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the lesson
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