the basics of good lesson planning - lesson plans and schemes of work

Icebreaker! : 

Icebreaker! Write on a post-it note ONE skill or quality that you would expect an effective teacher to possess or develop. Introduce yourself to some else in the room, and stick the post-it on their back – They must not see what you have written. Without using the original word(s), describe the written quality until your new colleague guesses it correctly. Write a new post-it note/ quality, then introduce yourself to another person and repeat until you know everyone in the room or 5 minutes is up!

New Teacher Induction : 

New Teacher Induction Hosted by the SASP Team

Attributes of an Effective Teacher : 

Attributes of an Effective Teacher

Schedule of Sessions : 

Schedule of Sessions

Developing Schemes of Work and Lesson Plans. : 

Developing Schemes of Work and Lesson Plans. New Teacher Induction Session 1

Legal Disclaimer!!! : 

Legal Disclaimer!!! We Cannot Cover Everything Today…

Objectives of Session : 

Objectives of Session Recognise the value of completing corporate Schemes Of Work and Lesson Plans. Create a single Lesson Plan for next week. Create a 3 week Scheme of Work for this term. Identify and list relevant underpinning skills. Compare and contrast ways of linking Lesson Plans to your Group Profiles.

Lesson Plans and Schemes of WorkWho needs them?! : 

Lesson Plans and Schemes of WorkWho needs them?! In groups identify and discuss the benefits of completing Lesson Plans and Schemes of Work. Consider how having these documents prepared will benefit YOU and YOUR TEAM. How they will benefit your LEARNERS. Why they are needed by OBSERVER (e.g. Pathway Manager; ASP or Ofsted). You have 5 minutes!

Why complete? : 

Why complete? Evidence of planning… ‘Aide memoir’ which can boost confidence… Reflection / self-evaluation to improve quality… OFSTED / Corporate requirement (which are audited through your formal observations)… “Teacher” Job Description for 2011 onwards… Reflect current priorities and pedagogy… Active / Variety of activities. Clear learning Outcomes. Crisp starts, middles and ends. Functional Skills, Every Child Matters, Equality & Diversity…

SOW - Four Key Boxes : 

SOW - Four Key Boxes Learning Outcomes; Breakdown of specification or syllabus aims. Assessment of Learning; Formative (ongoing) / summative assessments demonstrating that the outcomes have been achieved. Functional / Skills 4 Life; Skills (other than knowledge) which are developed and formally recorded / tracked. Learner Activity; Active learning strategies (including ICT & e-Learning).

Slide 11: 

Differentiated Outcomes / Blooms Taxonomy Underpin Your Lesson What learners need help with today / Short Term (link to the Group Profile) What are the learners going to do today; differentiated group splits; assessing their learning; which activities help the meet the outcomes by the end?

Easy SOW : 

Easy SOW Look back at the college’s SOW template… See how the two documents are linked (LP and SOW)? See how easy it is to create one from the other? Remember back to the beginning of the session – what were the benefits of having an up-to-date SOW?

Is About Structure / Flow : 

Is About Structure / Flow

Hip Hip Hooray, it’s Holiday! : 

Hip Hip Hooray, it’s Holiday! Imagine you are about to go on holiday… Explain what you will hope to achieve by the end of your holiday; i.e. Chill out and relax. Plan at least 3 activities for the first TWO days of your holiday to help meet the above; i.e. Sunbathe by the pool. Outline how you would evidence the benefit of completing these activities; i.e. Lower pulse rate and a really nice tan. Learning Outcome Learner Activity Assessment of Learning

USING Learning Outcomes: : 

USING Learning Outcomes: Specify exactly what you want your learners to do by end of lesson (often things they couldn’t do at the start). Use plain English or terms which match the abilities of your learners. Incorporate knowledge based descriptors (e.g. identify, list, discuss or evaluate) (e.g. Bloom’s ladder / taxonomy). Incorporate skill-based descriptors (e.g. prepare, mix, practice). Move or build from mastery (simple) to developmental (complex) tasks / outcomes to motivate learners.

Simples… : 

Simples…

What Can Your Learners Do? : 

What Can Your Learners Do? In your last session, you looked at all the things your learners were good (and not so good) at… (see sheet) In subject groups, list as many things that your learners need to be able to DO, other than subject knowledge, to pass the course… How are you embedding these into your lessons?

Skills 4 Life / Functional Skills : 

Skills 4 Life / Functional Skills Variety of terms and words (generic / functional / basic skills); Note taking; Précis skills; Discussion ILT using excel; search engines; creating presentations Self assessment / reflection Practice, Prepare, Supervise, Advise, Report… Core curriculum guidance www.basic-skills.co.uk Numeracy (e.g. using whole number ~ N1) Literacy (e.g. engage in discussion ~ SLd), Key Skills are formally assessed through exams and portfolios: Communication: Synthesise (C3.2) AoN: multi-stage calculations (N3.3) IT: present information (IT3.3

Individual Targets & Support : 

Individual Targets & Support One of the most crucial boxes on the lesson plan… Updated during or after lesson: Self-reflection and evaluation! Measure Performance. Check Progress against outcomes. Forward planning. Individual Learner Review / Targets.

Individual Needs? : 

Individual Needs? In small groups, list the common support needs that your learners may have. You have 3 minutes. How are you supporting these learners in YOUR class…

Lesson Activity : 

Lesson Activity Tutor Activity What are YOU going to do? Take register, Collect homework, Demonstrate technique, Carry out 1:1 checking, Split groups, Run through slides / task, Review learning, or Set homework task… Learner Activity What are they going to do? Complete warm up task, Answer questions, Repeat technique in pairs, Work through task 6, Move into new groups*, Make notes on slides, Answer questions posed, Test program or equation… * Differentiation?

Peer Activity : 

Peer Activity Consider a lesson you are going to teach the first week back after Easter. In pairs, work together to create a lesson plan that you can use for that session… Remember the following: Outcomes Functional / Underpinning Skills Individual Learner Needs Tutor and Learner Activities (inc. recap task) Assessments / Checking of Learning Summary / round up

So Now What To Practice? : 

So Now What To Practice? Crisp Starts Punctual, engaging, linked to outcomes/session. Equality and Diversity, ECM and Functional Ski Inclusive, supportive, integrated, All, Some, few. Target Setting Individual and Group, linked to outcomes. Differentiation Variety, Active Learning, Push and Pull. Checking Learning Rigorous, appropriate to level, tracked, purposeful.

Reflection : 

Reflection What Do I Know Now that I Didn’t Know Before? What Do I Still Need to Know?

A Crucial Word for You! : 

A Crucial Word for You! ‘Differentiation is….. the process of identifying, with each learner, the most effective strategies for achieving agreed targets’. (Weston 1992)

Activity : 

Activity Visualise a group of learners that you currently teach in your head… In small groups, list the ways in which these learners might be different. How could your SOW and LP accommodate their differences and preferences for learning?

Examples : 

Examples Your SOW and LP should reflect the individual needs of the learners and accommodate differences in: Time given to complete activities etc, Interest in the activities themselves, Levels or difficulty of the tasks / content, Learning styles of the individuals, Resources provided, complexity, colours, The tasks and the explanations, Maturity and life experience, Individual or group…

The Lesson as a WHOLE : 

The Lesson as a WHOLE Appetiser Big Picture Recap Exposition Apply & Assess Active Learning Learning Checks Learning Summary Bridge Lesson Start Lesson development Lesson Summation

Online Homework : 

Online Homework