Leading in Learning: collaborative lesson planning template Subjects and teachers: Subject: Class: Position in cycle (1, 2 or 3): Topic: Strategy: Thinking skill: Subsequent reflections Thinking skill objective: Subject objective: Launch: Group work: Metacognitive plenary questions: Bridging: Leading in Learning: lesson observation schedule Feature Observations Launch phase Refers to thinking skills focus and what is involved Bridges to other lessons, subjects, contexts Refers to learning behaviours, collaborative working, sharing ideas, etc. Involves pupils in clarifying terms and procedures, but leaves task open Group work phase Pupils actively engaged in group work, on a challenging problem or task Teacher eavesdrops on groups, noting points for plenary Teacher intervenes minimally, helping groups resolve difficulties or providing more challenge Plenary Uses planned questions and observations to draw out pupils’ thinking: • reasoning (‘why?’) • reflection (‘how?’) • challenge (‘have you thought of?’) • application (‘where else?’) Develops extended responses and sharing of thinking using appropriate language Prompts pupils for justification, comments and questions, alternative approaches or conclusions, evaluation and rethinking Encourages pupils to reflect on the thinking skill and its wider application, bridging to other lessons and subjects and to contexts outside school Leading in Learning: collaborative cycle review template Subjects and teachers in cycle order: Date: Cycle no.: Thinking skill: Strategy: Is there evidence that pupils’ thinking skills have improved over the three lessons? Give examples. What were the key events in the lessons which enabled pupils to make progress? What did you do as teachers that helped this to happen? How might you change the lessons if you were to repeat them? What are the implications for developments in the next cycle? What are the longer-term implications for the way that the school supports and develops the teaching of thinking? Leading in Learning: pupil information sheet We are working together on a school project in Year (X) to develop thinking and learning skills. Teachers in (insert subjects) are planning some lessons together so that the links between the way you learn in these three subjects is made clear. These lessons are planned to help you improve your thinking skills – skills such as comparing and contrasting, explaining, creative thinking, evaluating information and making decisions (replace with details of particular thinking skill, if appropriate). You use these skills in many lessons so if you get better at them you should be able to improve the way you learn in all subjects and apply these skills outside of school. They are the kinds of skills that are highly prized by employers. We are asking for your help in this project in the following ways: Trying and thinking hard in the lessons, sharing your ideas with your teacher and classmates – like your usual self. Helping the teachers by explaining to them how you have learned in previous thinking skills lessons and how you think this links with the present lesson. Cooperating with observers or acting naturally during filming (we may video some lessons). Filling in a review sheet to say what you thought of the lessons and what you have learned from them. Talking about how the lessons have helped you. Talk to friends who haven’t been in the lessons, other teachers, your parents or carers. Helping with interviews. A few of you will be asked for your thoughts on the lessons. Thank you for your help. Some information will be produced at the end of the project to highlight the successes and spell out the next stages of development. This will be shared with you because you are important partners in the project. Leading in Learning: pupil review sheet Name: Class: Thinking skill: Date: 1st lesson subject: What did you learn about thinking? Where else could you use this kind of thinking in or outside school? Date : 2nd lesson subject: What did you learn about thinking and how have you improved in the second lesson? Where else could you use this kind of thinking in or outside school? Date : 3rd lesson subject: What did you learn about thinking and how have you improved over the three lessons? What stands out from what you learned from these three lessons as being particularly important, interesting or useful – and why?