KIDDERMINSTER COLLEGE: LESSON/SESSION PLAN

Tutor Name:

Course: DTLLS Date: Time:

Subject: Lesson Plan Preparation

Topic:Lesson planning

Syllabus SpecificationSee your syllabus

No. of students on register:

No. of students in class:Best part of a tidy few

Room: Duration:2.5 hours

Lesson Aims:

• To be aware of the appropriate lesson planning pro-formas

• To be aware of the importance of appropriate aims and objectives

• To ensure lesson plans capture the full extent of what tutors actually do in class

Lesson Objectives:• By the end of the session the student will be able; • To produce session plans which encompass a variety of

teaching strategies appropriate to the differing learning styles and needs of students.

• To produce session plans which comply with the College’s/C&G requirements

• To plan sessions which structure learning and will foster and maximise students’ learning and participation

• To plan SMART differentiated objectives• To plan appropriate teaching and learning techniques to

meet required outcomes• To demonstrate an ability to plan for inclusive learning

and differentiation• To evaluate the learning of their own specific learners

NB Differentiated Objectives By the end of the sessionAll students will be able • To produce session plans which comply with C&G/ College’s requirements • To plan sessions which encompass a variety of teaching strategies appropriate

to the differing learning styles and needs of students.Most students will be able • To plan appropriate teaching and learning techniques to meet required outcomes• To demonstrate an ability to plan for inclusive learning and differentiation• To produce lesson plans which structure learning and will foster and maximise

students’ learning and participationSome students will be able • To plan SMART differentiated objectives• To evaluate the learning of their own specific learners

Background to lesson (Specific Learning Differences: Equality & Diversity Matters/Issues and SafeguardingThis section is to show what you have done for inclusion/ differentiation and to explain the classroom situation to the observer

e.g. • Room /seating arrangements checked for access • All students given individual support where appropriate• Variety of teaching methods employed to cover visual, auditory and

kinaesthetic learning styles (VAK)• 2 dyslexic students have notes on coloured paper • I visually impaired student has large print handouts NB Write bigly on the board• 1 student with hearing problems so will always sit at the front NB when forming groups + remember always to face him/her • 1 diabetic student so may eat sweets• 2 members of the class - English is not their first language NB check their understanding

e.g. continued

•2 students may be late as bus sometimes not on time

•I student recently suffered bereavement so may not engage with the class very much NB sensitive questioning

•1 student may be preoccupied by impending court appearance

•2 students with ADHD /drug issues etc

•1 student with anger management issues so may leave the classroom for ‘cooling off’ period

•Some personality clashes possible NB when forming groups

NB learning environment can be affected by noise from above

NB Classroom can be stuffy so door left open

NB Classroom/Group size may inhibit some forms of group work

NB Occasional technical problems may arise with interactive white board NB Have plan B ready

Resources:

Handouts – lesson plans, warm up, lesson -planning booklet, PowerPoint presentation.

Subject specific consumables / products / equipment, flip charts, whiteboard, models, case study materials, pens, realia, etc

Literacy and Numeracy:

Comms Opportunity to practise Discussion Talks/ presentation ResearchWritten work, note taking

Number Will calculate distancesUse volume in product demonstration

e.g.2 Learning Support Practitioners present to assist students with note taking etc / may offer general assistance to other students. NB they have received essential session information prior to the session.

LSP delivers personal care and will accompany learner from room for comfort breaks

Learner Support Practitioner contributions

Time

Approx

5-10 mins

Lecturer Activities

1) Warm up (Connection phase) •Have a list in back of your diary …some prepared, some impromptu e.g. 3 people in lift etc•Have a staff room repository /use puzzle maker etc /fun quiz./ Simon Drew •Integrate 2 essentials of recap of last session plus warm up in an engaging way NB they do it not you •e.g. Recap quiz /word search / blue cards with questions –yellow cards with answers (some wild cards perhaps)

Learner Activities and

Assessment (Formal/Informal)•Q&A•Test on previous learning•Quiz /recap•Word search on vocab•Informal Discussion •Individual Tasks •Pair work /snowball•Role-play•Group Work •Peer assessment•Class Tasks•Plenary Feedback •Learning Points

Reasons for this important phase

1. Buffer between the external world and your classroom world

2. Latecomers accommodated/feel they have missed something interesting

3. Motivation /fun start arouses interest /expectation

4. Participation /group work breaks down barriers… become task oriented

5. Warm up must be do-able.. so enjoy getting something right ..good feeling

6. Mind is a muscle /warm it up

7. Encourage lateral thinking

8. Any student issues can be addressed while others are occupied

9. You get time to sort your stuff/ write on board / log in to interactive etc

10. Clean start

Time20 mins max

Lecturer Activities2) Development Phase

•Linking to previous learning /introducing new stuff

•NB as visual as possible

•80% of learning is visual so show not tell / demonstrate if possible

•Diagrams on board/ Mini power point

•Handouts (you guide them through because they won’t read them on their own)

•Think about how students are capturing this information/remembering the salient points> the more active the better

•Gapped handouts (Cloze tests)

•Headings on the board to aid note taking

•Silly mnemonics either yours or theirs

•Inventing pictures /symbols)

Learner Activities and

Assessment (Formal/Informal)

•Tutor exposition /demonstration

•Q & A

•Learners taking notes

•Reading /Editing handouts

•Researching information

•Inventing mnemonics

•Writing on board

•Inventing symbols

Time

20 mins

approx

although

group

activities

always

take longer

than you

anticipate

Lecturer Activities

3) Doing / Activity Phase•This is when real learning takes place as students apply what they have learned. •Best done in pairs /research groups/buzz groups/ snowball •Why?

•4 reasons why group activities are a good thing ----- on your own•8 reasons why group activities are a good thing ---•Can join up with another students •Think about how you felt then

Learner Activities and

Assessment (Formal/Informal)

Snowball

Q&A

Discuss

Students take notes

Q&A

Discuss

Q&A

Discuss

Time Lecturer Activities•After group /activity must again capture outcomes

•Once again headings for notes you write on board

•Students write on board

•Interactive whiteboard then print it out

•NB if you have an Interactive in your room Observer will expect to see it used.

•Start practising with students

•Fancy pens /colours /spelling doesn’t matter / volunteers from each group/

•they love it .

•This can be part of the

4)Consolidation Phase

•where you check general accuracy /depth of learning

Learner Activities and

Assessment (Formal/Informal)

Q&A

Discuss

Students write on board

Students print out notes

Time

approx

10 mins

try to

leave time

for this

Lecturer Activities

5) Individual checking of learning •Learning points •Post -its /yellow things know/ pink not sure about• Ring of Doom •In pairs ask each other questions about the session•Write down what they know now that they didn’t at the beginning•What they understand now•what they can do now •…and with any luck they should reflect your objectives

So your Learning Points today are….?

Learner Activities and

Assessment (Formal/Informal)

Q&A

Discuss

Students write points

Students question

each other

Reflection on learning: 

How are you going to reflect on the effectiveness of the teaching

NB it’s not your own personal evaluation of how you think the session went.

Q& A Learning point evaluation / or whatever method you used for individual checking of learning e.g. Quiz/test

Summary/Links to next Session: (include students who are absent)Buddy System for handouts and notes for absent students

Class notes / College’s Schemes of work, session pans and lesson observation templates to be accessed from Intranet / VLE.

Whatever you plan to do in the next session > plus any homework / research you have set the class