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Opportunities to reflect upon their learning

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Opportunities to reflect upon their learning

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Well structured plenary

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Students know why, what and how they are learning
Wider understanding
Flexibility of learning plans to reflect students interest

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Differentiation and personalised learning allows for independent learning

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Differentiation and personalised learning allows for independent learning

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Active Learning - Students drive their learning

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Active Learning - Students drive their learning

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Students expressing opinions, and bringin wider knowledge and experiences into the classroom. Making connections

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Students expressing opinions, and bringin wider knowledge and experiences into the classroom. Making connections

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Students ask questions

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Students asl

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variety of group/paired/individual work, and those groupings to be varied also

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variety of group/paired/individual work, and those groupings to be varied also

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Different types of activities - competitions seem to engage most students

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Different types of activities - competitions seem to engage most students

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Student/s and teacher working together - students are on side 

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Student/s and teacher working together - students are on side 

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Students can articulate what they are learning and why

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Students can articulate what they are learning and why

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Contains variety and tasks that are differentiated

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Contains variety and tasks that are differentiated

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Lots of constant reflection and small assessment stuff to ensure learning is taking place.

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Shared desire to learn (motivated to achieve)

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Shared desire to learn (motivated to achieve)

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Students feeling supported and confident

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Students feeling supported and confident

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Learning at the centre of the activities. Students thinking, active, thinking. Purposeful and meaningful learning.

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Not always enjoyable - sometimes the struggle to understand/ apply (depending on the objective) is a sign of learning taking place.

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Not always enjoyable - sometimes the struggle to understand/ apply (depending on the objective) is a sign of learning taking place.

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students know strategies and can use to guide own learning

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High expectations of students, appropriate to an ambitious target

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High expectations of students, appropriate to an ambitious target

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Every single learner is engaged in something meaningful

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Every single learner is engaged in something meaningful

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students are enjoying/working with each other

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Engaged

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differentiated tasks; tasks can look different for all students

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differentiated tasks; tasks can look different for all students

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Appropriate to the students own individual needs

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Students feel safe to ask questions, it is fun, engaged, they are active in learning, supportive of each other, working with a variety of other people.

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Students have ownership of their learning

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Students have ownership of their learning

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Looking for answers themselves, presenting their work, peer-assessing, etc.

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students asking questions - of teacher and each other

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students asking questions - of teacher and each other

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Sound in the classroom - talking, learning, engaged

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Sound in the classroom - talking, learning, engaged

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Students need to be actively involved in what they are doing

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Students are engaged, activated. They know why they are doing an activity and what they are learning.

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Change from start to the end, evidential, progress over time

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Collaboration between students and the discussion that takes place

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Collaboration between students and the discussion that takes place

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Students can explain their thinking processes
Visible responses from the students, the light-bulb moment is happening
Independent learning is productive
Students are able to make connections

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students are participating relevantly in activity