Rethinking Teaching Focus: Routine Practices for Outstanding Lessons
In the quest to enhance teaching quality, the emphasis often falls on the idealized model of lessons, overshadowing the significance of routine practice. Shifting the spotlight to everyday teaching habits, the focus is on fostering good practice organically rather than adhering rigidly to set rules. This extract emphasizes the essence of probing questions in driving exceptional teaching and learning, highlighting the transformative power of habitual changes. By prioritizing routine practices, educators can consistently deliver outstanding lessons that resonate beyond staged showcases.
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In all the talk of improving teaching and learning, sometimes no, often there is too much talk about the model OfSTED lesson. Too often this leads teachers into thinking of idealised lessons than can only be turned out in special circumstances or that Outstanding lessons require us to devise an elaborate box of tricks to show off with. However it is the 99% of lessons that are never observed that really matter. So, we need to focus on things that we do every day. Two related ideas: 1) It is the spirit of an idea that is important, not the letter. It isn t about sticking to the rules. When good practice is embedded it is organic and doesn t feel like a stuck-on activity plucked from a toolkit. (Mary James) 2) In improving as teachers, we are not collecting tools, we seeking to change our habits the things we do automatically every day. (Dylan William) In these sessions, we are going to focus on aspects of routine practice because lessons can be routinely outstanding.
Great Lessons 1: Probing To be able to use probing questions to drive outstanding teaching and learning.
Probing When you walk into a lesson where the teacher is talking and you immediately think, Yes, this is a great lesson , what is happening? It is this: the teacher is asking probing questions. There is an intensity to it: solid classroom management is securing complete attention from everyone .eyes front, listening intently and the teacher is probing. Task: In pairs, create a short (2-5 mins) lesson to teach something within one of your subject areas. Steps: 1) Create your lesson on A3 paper, 2) Take turns to practice using probing questions to teach the lesson in your pair, 3) Tick off the different probing questions as you use them, 4) Go live to deliver the lesson to the whole group (team teaching).
That s interesting, what makes you say that? That s true, but why do you think that is? Is there a different way to say the same thing? Can you give an example of where that happens? Can you explain how you worked that out? So what happens if we made it bigger or smaller? Really? Are you sure? Is there another explanation? Which of those things makes the biggest impact? What is the theme that links all those ideas together? What is the evidence that supports that suggestion? Does anyone agree with that? Why? Does anyone disagree? What would you say instead? Why is that different? How does that answer compare to that answer? But what s the reason for that? And how is that connected to the first part? How did you know that? What made you think of that? Where did that idea come from? Is that always true or just in this example? What would be the opposite of that? Is it true for everyone or just some people? Is that a direct cause of the effect or is it just a coincidence, a correlation? Not sure if that s quite right have another go is that what you meant? That s the gist of it but is could you say that more fluently?
Plenary Commitments: 1. Teach with the list of probing questions actively tick these off as we use them in class; 2. Strive to build a climate within class that allows sustained periods of probing questioning, 3. Observe our partner on one occasion using these questions.
