Structuring and Planning Lessons

Working in small groups spend 10mins planning a lesson on “How to Boil An Egg”

Produced as part of the Partnership Development Schools (PDS) Strategy Phase 3 2008-09 (Lead PDS: The Park Community School. Contact Chris Ley (cley@parkcommunity.devon.sch.uk)

The Quality LessonA 4 Part Lesson

Starter

Introduction

Activity

Plenary

Factors Affecting Lesson Design

Learning objectives and intended outcomes

Lesson design

Pedagogic approaches

Teaching and learning strategies

Climate for learning

CREATE THE SUPPORTIVE

LEARNING ENVIRONMENT

Low High Challenge

In a pleasant stimulating environment

Positive self esteem

1) CONNECT THE LEARNING

To what has gone before

2) THE BIG PICTURE

3) DESCRIBE THE LEARNING OUTCOMES

Like the one on the box

What will you be able to do by the end?

5) ACTIVITY 4) INTRODUCTIONNew information through VAK

Search for meaning and process information using multiple intelligences

6) DEMONSTRATE

Students show they know in a variety of waysHot

seats

Drama

Video

Power-point

Paired explanation

7) REVIEWWhat you learned and how

Recall games

Revisit learning outcomes

Feedback

Pre -stage

The Accelerated Learning CycleAdapted from Alite and Cramlington High School

Starter

• Should grab attention

• Should begin the thinking process

• May introduce group work

• Should set the tone for the lesson - a pleasant stimulating atmosphere

• Should be accessible yet challenging

Introduction – Setting the scene

• Should include a practical description of the task and how to do it

• The Big Picture – how does today’s lesson relate to their overall course?

• Describe the learning outcomes – make at least one measurable by the students

• Give information about the activity – class organisation/ groupings etc.

Activity

• The learning stage. Active creation of knowledge through an activity

• Activity differentiated in some manner

• Opportunity for students to choose an activity to meet the learning outcomes

• Use of grouping for purpose in organisation of activity

Activity Notes

• Wherever possible activities should have some of the following differentiation opportunities

• By stimulus material• By Task• By Questioning• By Objective• By Role• By Grouping• By Choice• By Support• By Preparation• By Learning style

Plenary

• The opportunity for teacher and student to monitor and evaluate progress

• Students show what they know in a variety of ways e.g. matching seven intelligences

• Reflect on successes and weaknesses in performance against learning outcomes

• Cover how an outcome was achieved (reflective)