Planning for effective teaching

Aims of this session To ask teachers to consider why

we need to plan for effective teaching and learning

To develop teachers understanding of how to plan for effective teaching and learning

Learning outcomes At the end of this session participants will:

Understand why we need to plan, for effective teaching and learning to occur

Demonstrate an awareness of how we can plan for effective teaching and learning

Be aware of current research and thinking on planning for effective teaching and learning

Planning for effective teaching

To fail to plan, is to plan to fail!!

WHY PLAN LESSONS? “I don’t need to plan lessons, I have

been teaching this subject for 15 years now and it is all in my head”

“Writing a lesson plan is too restrictive, I like to have freedom in the classroom to go with the flow”

WHY PLAN LESSONS? Because the Common Inspection

Framework demands it!!!!

Because research supports good planning in effective teaching and learning.

Because all students deserve excellent quality teaching to ensure the best possible learning experience in order to realise their full potential!

Question 2: How effective are teaching, training and learning?

To answer this question, inspectors must evaluate and report on:

How well teaching and training meet individuals’ needs and course or programme requirements

How well learners learn and make progress

Question 2: How effective are teaching training and learning? In making judgements, inspectors will

consider, where applicable, the extent to which teachers and trainers:

plan effectively with clear objectives that all learners understand

use methods and styles of teaching and training consistent with the aims of their programmes and learners’ personal objectives

challenge and inspire learners

Question 2: How effective are teaching training and learning?

In this area, judgements are made about teaching, learning and attainment

When observing lessons, inspectors will make a judgement on teaching in respect of the role of the teacher in preparing and delivering an ‘effective lesson’

Very good or excellent Work is thoroughly prepared, but

this does not prevent effective use of unanticipated, but productive opportunities, that arise in lessons.

Good or satisfactory Course content is accurate and is

planned and presented clearly and effectively. Working methods are suitable for the task and enable students to make satisfactory progress. Lessons have clear objectives and students know what they are doing.

Unsatisfactory There is little or no evidence of planning

for effective teaching

There are no clearly identified learning outcomes for the session or programme of study

Students clearly do not understand what the learning objectives of the session are

Elements of Planning a Lesson

Session Title and Aim

Constant considerations

Learning Outcomes

Structure and Content

Resources

Assessment

Differentiation

Evaluation

Session Title and Aim

Session subject Week no (ie where does this lesson fit

into the scheme of work) Venue Timing allocation Aim(s) of the session

Learning Outcomes

Linked to learning domains

Learning outcomes must be shared and understood by students

Can be measured

3 or 4 main Learning Outcomes per session

Lesson Structure and Content

Link with existing knowledge Logical progression Timing of sections Student activities? Lecturer activities?

Resources

Suitability for whole class Suitability for individuals Enough for all who need How and when to use Quality Availability Relevancy

Assessment – How students will demonstrate their learning Linked to the Learning Outcomes Must take place every session Form of Assessment (fit for purpose) Test learning (diagnostic) Help learning (formative -AFL) Purpose understood by learners Key questions planned

Differentiation

By task By outcomes Through dialogue Through groups Through knowing the learner

Evaluation

Success in achieving Learning Outcomes

Effectiveness of strategies Evidence of learning Issues for future sessions What could you do better next time

your deliver this particular session?

Constant Considerations

Check room layout Check resources Create a positive, non-threatening climate Identify learning opportunities Create rapport with individuals and groups Motivate and inspire Encourage independent learning Smile!

Questions to ask yourself

•Did learning take place in my lesson?

•Did the students clearly demonstrate that learning?

•Did I check that learning had taken place?

Last Words