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IS YOURS AN ACCELERATED CLASSROOM? |
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The criteria listed below can be used to evaluate the quality of teaching and learning at a classroom level. Click one option on each row. |
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There is a negative or oppressive learning environment which seeks to control and which allows little opportunity for individuals to contribute. |
There is a positive learning environment in which �correct� answers are welcomed and rewarded. |
There is a positive and supportive learning environment in which individuals are respected and all contributions welcomed and valued. |
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Classroom layout, display and equipment are inadequate and only occasionally updated. |
Classroom layout, display and equipment are satisfactory and updated fairly regularly. |
Classroom layout, display and equipment are well managed and frequently updated. |
There are few clearly-defined classroom procedures. |
Classroom procedures are understood and adhered to by most pupils and are conducive to the learning process. � |
Classroom procedures are clearly understood and adhered to by all pupils and contribute to the learning process. |
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Teacher/pupil relationships show evidence of conflict. |
Teacher/pupil relationships are usually positive. |
Teacher/pupil relationships are predominantly positive. |
Pupils� relationships are frequently negative with pupils working together incidentally or reluctantly. |
Pupils� relationships are generally positive with pupils sometimes directed to work together. � |
Pupils� relationships with each other are predominantly positive with pupils being frequently encouraged to work co-operatively. |
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Learning objectives are not set or are poorly-defined with little or no reference to the wider context. |
Learning objectives are clearly defined but with only marginal reference to context. |
Learning objectives are clearly defined and understood; relate to previous learning; are relevant; and build a sense of expectation. |
There is a lack of planning or lesson-planning is not well managed. |
Lessons show evidence of planning � which is generally adhered to (or adhered to over-rigorously). |
Lessons are well-planned to maximise the use of time whilst incorporating a degree of flexibility to allow for appropriate extension or enrichment. |
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Lesson input takes no account of learning styles or different intelligences. |
Lesson input appeals to various learning styles and different intelligences. |
Lesson input appeals to a wide range of learning styles and different intelligences. |
Lessons are mundane or boring with little variety or pupil participation. |
Lessons are interesting with some variety and pupil participation. � |
Lessons are challenging; demonstrating pace, variety and interactivity. |
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There is little or no differentiation of task. |
There is some differentiation of task and outcome to suit individual pupils� needs and abilities. |
There is clear and appropriate differentiation of achievement targets � to which pupils contribute. |
Pupil activities are designed merely to occupy time.� They are repetitive or contribute little to developing pupils� understanding. |
Pupil activities are varied to engage a range of different intelligences. � |
Pupil activities are varied to engage a wide range of different intelligences � with pupils encouraged to choose activities appropriate to their learning preferences. |
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Little value is attached to pupils� achievements.� There may be a prevailing attitude of cynicism. |
�Successful� pupils are praised (and rewarded) and sometimes encouraged to show what they have achieved. |
Pupils� self-esteem is developed within a �success culture� that values (and rewards) achievement.� Pupils are encouraged to demonstrate what they have learned and achieved. |
There is little or no attempt to summarise the lesson or to re-visit the learning objective. |
Lesson content is re-visited for the purpose of re-cap and revision.� The lesson is evaluated against the stated learning objective. � |
The lesson is evaluated against the learning objective. The learning process is reviewed in order to inform future learning and to develop pupils� awareness of individual learning preferences.� |
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� Use of the above criteria can help to identify the teaching and learning strengths in your classroom, as well as helping to identify those areas that could be improved. � Click here to return to the main Accelerated Learning page. � Recommended reading High Performers: The Secrets of Successful Schools � Alistair Smith � � |