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					GUIDANCE ON COMPLETING LESSON PLAN - PART ONE

 LESSON PLAN PART ONE: OVERVIEW
 SUBJ ECT:                                CLASS:                                    DATE(S) US ED:
 PURPOS E OF LESSON
 State the purpose(s) of the lesson. These are your teaching intentions for this lesson i n relation to your medium
 term plan, e.g. to i ntroduce a new topic, to consolidate previous learning, to prepare for a visit, to review or revise
 previous learning, to provide an opportunity for children to report on work done, to assess learning, to develop
 positive attitudes to ….etc.

 FEED-FORWARD from previous lesson evaluations and pupil assessments:
 How does information you have obtained about pupils’ learning in previous lessons inform the planning of this
 lesson?

 How does your developing knowledge and understanding of teacher action (e.g. strategies for pupil and class
 management, choice of teaching and learning strategies, etc) inform the planning of this lesson?

 LESSON LEARNING OBJ ECTIVE(s)
 State what you intend pupils to learn in the lesson as learning objectives. This will be informed by your medium
 term planning and Feed Forward.
 There might be one key learning objective or there might be a number of them.
 You may need to identify different learning objectives for different parts of the lesson.
 In addition to the main subject focus there may be learni ng objectives for other subjects, e.g. a maths learning
 objective in a geography lesson, and objectives for pupils’ wider ed ucational development, e.g. a social objective.

 Do not confuse what you intend pupils to learn (learning objective) with what you want them to do (pupil activity),
 which should be detailed Part Two!

 CLASSROOM OBJ ECTIVES
 Lesson learning objectives expressed in a form that could be shared with the pupils.

 SUCCESS CRITERIA
 These relate to the learning objectives and highlight what you will be looking for as evidence of learning.
 Express them in a form that could be shared with pupils.

 MONITORING and ASSESS MENT
 Indicate who, what, how and when you will be monitoring pupils’ progress and assessing their learning during this
 lesson, e.g. I will mark pupils’ work during the main activities part of the lesson, I will question the whole class on
 their understanding of the process of erosion in rivers during the plenary.

 INCLUS ION and DIFFERENTIATION
 Note key considerations, e.g., individuals and groups with specific needs, culturally sensitive issues, opportunities to
 introduce content of cultural significance, opportunities to involve particular children

 KEY VOCAB ULARY
 Indicate the key subject-specific vocabulary that the pupils will need or that you i ntend to introduce/consolidate.


 TASKS FOR OTHER ADULTS
 Indicate the planned role for the any adul t helper(s) who will be supporting this lesson.


 RESOURCES AND PREPARATION (including heal th and safety considerati ons)

 List resources, including ICT, needed by (a) yourself, (b) the pupils (c) any other adul ts. State how these will be
 organised.

 State any safety precautions which are necessary.
GUIDANCE ON COMPLETING LESSON PLAN - PART TWO

 LESS ON PLAN PART TWO: LESS ON S TRUCTURE
 Divide lesson plan as appropriate: INTRODUCTION, MAIN ACTIVITIES , CONCLUS ION/ PLENARY
 Phase            TEACHER’S ACTIONS                                    PUPIL ACTIVITIES                                Annotations
 Timing                                                                                                                Resources
 Introduction     State how you will introduce the lesson e.g. by      Indicate how pupils (individuals, groups        Identify
                  referring to the lesson objectives, use of stimulus, and/or whole class) will be involved –          specific
 Indicate         by referring to previous experiences.                targeting specific individuals where            resource
 estimated        How you will introduce activities that the pupils necessary.                                         needs.
 time required    are going to carry out, e.g.:-                       Identify opportunities for pupil
 for each phase   exploring understandings and ideas through           contributions, discussion, questions and
 (minutes)        questioning - state questions;                       assessment.
                  providing a demonstration - state main teaching
                  points/any questions you might ask;                  Indicate how teaching and learning will be
                  setting a problem (give key aspects);                inclusive and differentiated.
                  giving instructions (state key ideas).
                  How will you maintain interest, motivation and       Indicate how any support assistants will be
                  pace?                                                involved or the type of support needed to
                  Indicate how you will manage the transition to       enable inclusion for specific pupils.
                  the next phase.
 Main              This part of the lesson should normally take the    Indicate how pupils will be organised -         Identify
 Acti vi ties     greatest proportion of time. You may decide to       individually, in pairs and/or in specified      specific
 (this may be work with one group, the whole class and/or              groups? How will you brief pupils?              resource needs
 further          deploy other adult helpers                                                                           against the
                  Once the pupils are engaged in their activities      Identify activities pupils will be engaged in   different
 subdivided)
                  indicate how you will::                              to facilitate the learning objectives.          activities/
                    monitor their progress to ensure that all are                                                     stages.
 Indicate
 estimated             learning                                        Indicate how these activities will be
 times required     check their work to identify errors and           differentiated so that they include, are
 for each stage        misconceptions                                  accessible to all pupils and provide
 within this        ensure that all pupils are being challenged       challenge to all pupils.
 phase.                and that interest/pace is maintained
 (minutes)          ensure that all pupils understand what they
                       are doing
                    decide when to make whole class
                       interventions
                    provide formative feedback
                    set targets for individuals and groups for the
                       remainder of this part of the lesson
                    assess pupils’ learning
                  What will any teacher assistant do? - how will
                  they interact, with whom? - what are the key
                  points for them to attend to?
                  How will you organise the transition to the next
                  part of the lesson?
 Plenary or        Time must be planned to allow every lesson to       Indicate how pupils (individuals, groups        As above.
 Conclusion       be brought to an appropriate conclusion. The         and/or whole class) will be involved –
                  plenary should be used to emphasise the learning targeting specific individuals where
 Indicate         achieved (with reference to the learning             necessary.
 estimated        objectives), to question/assess the pupils about     Identify opportunities for pupil
 time required    what they have learnt, to share achievement (e.g., contributions, discussion, questions,
 (minutes)        by showing or reading work), give feedback; set      evaluation/assessment.
                  homework where necessary.                            Indicate how any support assistants will be
                  Allow time for tidying up /collection tasks.         involved or the type of support needed to
                                                                       enable inclusion for specific pupils.
N.B. You may well need to use more than one page for describing lesson structure, organisation and content.
GUIDANCE ON COMPLETING LESSON PLAN - PART THREE
LESSON OUTCOMES AND EVALUATION
LESS ON PLAN PART THREE: LESSON OUTCOMES and EVALUATION
PUPIL ASS ESS MENT NOTES (significant achievements & difficulties for pupils)

Refer back to your objectives and success criteria.

Make brief notes about any significant pupil achievements, difficulties, misconceptions or under - or over-expectations on your
part. You may refer to the class as a majority, groups and/or individuals as they relate to the achievement of the objectives
for this lesson.

This may well be informed by not only your observations during the lesson but also by the scrutiny of pupils’ work afterwards .




NEXT S TEPS for support of pupils’ learning (based on PUPIL ASSESSMENT NOTES)

What are the implications of your assessments for the planning of subsequent lessons? e.g. some pupils may need to consolidate
learning, misconceptions may need to be addressed, some children may need a greater challenge, all pupils are ready to move
on, etc.


It should be evident in later lesson plans (Feed forward: pupils’ learning) how assessments have influenced/affected
planning, provision and teaching.


LESS ON EVALUATION

The process of evaluation involves you analysing your performance to identify how you can improve further.
Discuss each lesson that you teach with your Mentor/teacher who will help you to identify an appropriate focus for evaluation .

Evaluation should focus on the reasons for both successes and problems within planned sessions and be concerned with how
children are learning and how you are performing. In order to improve the effectiveness of your teaching it is important you
analyse why some aspects were or were not successful rather than simply describing what happened.

The underlying issue is: ‘How can I enable children to learn more effectively through my behaviour as a teacher?’

In your evaluations you should reflect upon specific aspects of your teaching, for example: introductions, use of resources,
questioning skills, ability to include and differentiate for all learners, feedback to children, monitoring individuals’ work,
behaviour management, pupil attainment etc.

Your evaluations should focus on relevant aspects of one or more of the following areas (refer to the Standards for the Award of
Qualified Teacher Status for more detail):
Professional Attributes
Professional Knowledge and Understanding
Professional Skills




NEXT S TEPS for you as teacher (based on your lesson evaluation)

Evaluation is more than a purely descriptive process. It should include proposals for action in the immediate future.
You should therefore conclude by identifying specific implications for your future planning and teaching as a result of your
evaluation.

It should be evident in later lesson plans (Feed forward: teacher action) how your evaluation has influenced or
affected planning, provision and teaching.

				
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posted:3/30/2011
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