A presentation given to the University of Southampton PE PGCE students explaining ways to plan, design and deliver theory lessons.

2. @davidfawcett27
#gcsetheory

3. @davidfawcett27
#gcsetheory

4. @davidfawcett27
#gcsetheory

6. @davidfawcett27
#gcsetheory

7. @davidfawcett27
#gcsetheory

8. @davidfawcett27
#gcsetheory

9. @davidfawcett27
#gcsetheory
#busy!
Lessons don’t have to be:

10. @davidfawcett27
#gcsetheoryGreat theory lessons
Clear
goal, challenge, monitoring
progress towards the
goal, mastery of the
goal, feedback on the way
to the goal, feedback after

11. @davidfawcett27
#gcsetheoryGreat theory lessons
• Culture
• Safe environment
• Everything you do
has a planned
impact
• Through students
eyes
• Rules/protocols

12. @davidfawcett27
#gcsetheory#Myths

14. @davidfawcett27
#gcsetheoryBefore….
• Plan lessons with others - mentor, colleague
• Curriculum/specification
• Backward design
• Prior achievement (d=0.67) - desired outcome
*data
*effective formative assessment
*marking is feedback is planning is……
*find out what they know (start of lesson)
• Informed by prior lesson

15. @davidfawcett27
#gcsetheoryThen….
• See through students eyes
• Surface to deep learning - Hattie (p.19)
• Overlearning
• Structure:
‘Direct Instruction’

16. @davidfawcett27
#gcsetheoryDirect Instruction (d=0.59)
1. Learning intentions
2. Success criteria & standards
3. Build commitment & engagement
4. How will you present the lesson
5. Guided practice
6. Closure
7. Independent practice
Continuous formative assessment, intervention and
feedback

17. @davidfawcett27
#gcsetheory

18. @davidfawcett27
#gcsetheory
Extended abstract - I am able to manipulate the content and apply it
in an extended or abstract way.
Relational- I can see the links and relationships between facts and
content information.
Multi structural - I have multiple individual ideas
(facts, definitions, figures, key words…).
Uni structural - I have an idea.
Pre structural - I do not know anything about this topic.

19. @davidfawcett27
#gcsetheoryThink….
1. Learning intentions*
2. Challenge - so important
3. Monitor progress towards goal
4. Magic #3 (Nuthall)
5. Constantly directing learning (clear criteria for
researching, key questions for watching a
video..)
6. The F word!!!
7. Activities(????)/resources
8. Gimmicks - pffff!!!

20. @davidfawcett27
#gcsetheoryFinally….
Individual learning (d=0.24)
V
Cooperative learning (d=0.52-0.54)

22. @davidfawcett27
#gcsetheoryLearning Intentions
• Always your start point
• Challenge
• Success criteria (models/examples of excellence)
• Transparency
• Non linear
• Intention centred feedback
• Measurement of learning
• Different starting points

23. @davidfawcett27
#gcsetheory

24. @davidfawcett27
#gcsetheory
Zoe Elder

25. @davidfawcett27
#gcsetheory

27. @davidfawcett27
#gcsetheoryQuestioning (d=0.48)
• Always link your questions to your LI’s and SC
• Plan questions before the lesson (work them
out)
• Change level of Q from surface to deep

28. @davidfawcett27
#gcsetheory
Oh no, not…

29. @davidfawcett27
#gcsetheoryQuestioning (d=0.48)
• Minimise IRE questions
• Have questions that initiate
discussion, challenge students and allow
them to explore understanding (kiplings).
• Pose questions that allow feedback to whole
class.
• Listen - close the gap - formative assessment

30. @davidfawcett27
#gcsetheoryQuestioning (d=0.48)
Hinge
@learningspy

31. @davidfawcett27
#gcsetheory
3, 4, 5
Wait time…
No hands up?
Peer discussion?

32. • Using your knowledge, answer the exam questions below. Use IDEA to
structure your answers:
• What might happen if the schools didn’t run extra curricular activities?
• What might happen if the PESSYP strategy didn’t offer support for Gifted
& Talented?
• What would happen to David if schools didn’t run interschool
competitions?
1. How might the schools PESSYP strategy have helped David develop his Athletics at
school? (6 marks)
2. How do schools encourage individuals like David to take part in sport? (8 marks)
3. When David was in school he would have benefitted from the older PESSCL
strategy. Explain specifically how this strategy would have benefitted him (8 marks)
Relational - Extended
Abstract
PE in Schools

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#gcsetheory
John Sayers

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#gcsetheoryFeedback (d=0.73)

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#gcsetheoryFeedback
• Concerned with ‘closing the gap’
• Link closely to LI’s and SC (modelling, EofE)
• Effort and process (Dweck)
• Immediate - impact
• Formative
• 3 questions
*Where am I?
*Where am I going?
*How do I get there?

37. @davidfawcett27
#gcsetheoryFeedback
• AfL - proper AfL
• 5 stages - (P127)
• Evidence of
understanding
• Moving students
forward

38. @davidfawcett27
#gcsetheoryFeedback
• Strong learning
intentions and SC
which are referred to
• Pen portraits
• Focus specifically on
5/6 students per
lesson.

39. @davidfawcett27
#gcsetheoryFeedback
• Marking policy to
feedback policy
• Feedback marking
key
• Quick marking to
allow time to give
feedback where it
matters

40. @davidfawcett27
#gcsetheoryFeedback
• 3 questions
• Close the gap
• Focused marking
• Really assess & mark
specific questions in
a piece of work
(hinge)

41. @davidfawcett27
#gcsetheoryFeedback
• Dedicated
improvement &
reflection time
• Triple impact
marking
• You - they act - you
review

42. @davidfawcett27
#gcsetheoryFeedback
• Drafting & critique
• If it’s not perfect it
isn’t finished
• Exit tickets
• Plenary/
developmental task

44. @davidfawcett27
#gcsetheoryDeliberate practice
• Sometimes learning is hard work
• Practice, practice, practice…
• Overlearning
• Precise, focused, specifically chosen tasks
• Evidenced based learning
• Transparent about end value - formative
assessment
• No gimmicks!!!

45. @davidfawcett27
#gcsetheoryActivity choice (??)
Surface Deep
QFT
Conceptmaps
Questions
Jigsawgroups
Hexagons
FactinFiction
Extendedquestioning
• Variety (but beware of cognitive overload)
• Narratives
• Work with the information (synthesise, analyse, evaluate…)
• Challenge
• Feedback
• SOLO HOT maps

47. @davidfawcett27
#gcsetheoryDifferentiation
• Prior knowledge (then create
challenge, conflict and problem solving)
• Work at ‘+!1’ with all students
• Pitch high - Ron Berger - scaffold
• Feedback - best form of differentiation (IMHO)
• Don’t dumb it down

48. @davidfawcett27
#gcsetheory
And finally

49. @davidfawcett27
#gcsetheoryAnd finally:
• End of lesson (exit tickets, reflection, did we
close the gap?)
• Homework (d=0.29) Carefully plan this for
maximum impact. Start in lesson to scaffold
and provide feedback before they leave your
lesson to complete it.

50. @davidfawcett27
#gcsetheoryLinks and sources:
• Various blog posts came from
http://edssential.co.uk/
• My blog covering GCSE theory lessons and
SOLO
http://reflectionsofmyteaching.blogspot.co.uk
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