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Outstanding food practical lesson

Discussion in 'Design and technology' started by suehu, Jun 14, 2011.

  1. Ofsted are due possibly next week, and I am stuck about how to achieve an outstanding practial lesson.

    I put the lesson objectives on the board. We discuss success criteria at the beginning of the lesson. At the end of the lesson, we do a plenary in light of the success criteria and choose the best one.

    At the beginning lf the lesson, the students choose a target to work on.

    What else?????
  2. I wouldn't do a practical lesson.
  3. Spencer_DT

    Spencer_DT Occasional commenter

    Set an objective and make sure your students understand it and can articulate to the visitor what they are supposed to be doing.

    Make sure you follow through on you objective, however make sure you do not rush through in order to get to the end, set an achievable task.

    Take your group and divide or "chunk" them. What are their NC levels and group them accordingly on paper.
    6 pupils 5B 10 pupils 5A and 2 pupils 6C. Pitch your lesson at level 5A, the majority,and use Q+A to bring the 5B up to speed and Q+A to extend the 6C
    Use Blooms Taxanomy to achieve this challenge and questioning. It starts with recall and ends with evaluation.You will not get anymore than satisfactory if all the students do is recall info. It follows onto topics such as application, synthesis, analysis and finally evaluation. Make sure the students are extended during your lesson and let them speak, wait for an answer and dont just accept it, stop...... and ask the other key pupils what else they could add.
    Make sure all are paying attention and you are showing understanding. Long gone are the days of show boating, visuals, blah, blah. If you talk constantly for 1 hour with the most superb resources but cannot show understanding and most improtantly movement in that pupils progress then you would get unsatisfactory.
    I went through this new system a very short time ago and got all 1's outstanding, which its not called anymore by the way. Your facilitation is key not your leading of the learning. Get the pupils to lead tasks, extend task.
    Take some time, think about what you want to set as an objective and you will be fine, good luck, tell us how you get on.

  4. Spencer_DT

    Spencer_DT Occasional commenter

    Teacher: So how could you improve the taste of your dish?
    Ans: Use and Onion = recall/knowledge
    Teacher: But how would you incorporate the onion into the dish, how would the way you cut it affect the dish.
    Ans: You chop it and stir in.= Application
    Teacher: Great, but if I cut it thick will it change anything
    Ans: Yes it would make the dish lumpy, ummm and you would taste it more= synthesis
    Teacher: Billy, why could you taste it more by the way its cut
    Ans: Well if its fine it would better mix in with the dish become less obvious= analysis
    Teacher: How would the type of onion affect the dish?
    Ans: If its red it will make it look better= application
    Teacher: Good, but how about type of onion.
    Ans: Why not use challotes, finer structure, stronger flavour, better aesthetic= synthesis, but this ingedient will increase the price miss!= evalution.
    Across a group this quick discussion about an onion would show the entire spectrum of Blooms. Most teachers would have accepted salt or onion and then moved on with the lesson.
  5. We always do practical lessons, they tend not to hang round long and often the non specialists don't like it.
    For the OP, make sure they are showing independent learning, but at the same time ensure they are following Health & Safety / Hygiene requirements.
  6. We do what ever is timetabled - especially now that you only know a few days in advance, and our kids bring their own ingredients. On our last Ofsted I was observed for 70mins because he was so enjoying the lesson he said. (All our lessons are 2 hours for years 8 to 11)
    Ensure that you can clearly demonstrate all students have progressed their learning, setting personal targets at the beginning is always good especially if it is based on yours & their feedback/evaluation from last lesson.
    Good luck
  7. Set differentiated learning objectives which relate to assessment criteria/levels. Don't just set one objective for whole class.
    Have a middle bit or hinge question in the middle of the lesson.
    Include some peer assessment even if only brief. Could they taste each others prior to cooking it or something?

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