Lesson Plans. Planning Planning Planning calls for the exercise of judgement with respect to the...
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Transcript of Lesson Plans. Planning Planning Planning calls for the exercise of judgement with respect to the...
Lesson Plans Lesson Plans
PlanningPlanningPlanning calls for the exercise of judgement with respect to the main decisions that can be taken in advance about teaching and learning activities.
It is a central feature of the work of student teachers as part of their preparation for School Placement and during their placement.
Aims Aims Teacher focusAims describe, in a general but
clear way what the teacher hopes or intends to teach.
Aims are usually written as clear and concise statements with a clear focus on the topic for the session.
Aims are not specific as to how the learning will be achieved.
What Questions do I ask What Questions do I ask myself?myself?What do I want to teach?Have I a clear understanding of
the purpose of the lesson?How much knowledge have the
students on this topic in order to build new knowledge?
Is it possible to assess this knowledge?
Examples: what do you Examples: what do you think?think?To embed a good understanding
of the Bible and to introduce the topic of The Holy Land.
To explore the situation of religious faith today
Be able to articulate their own images of God and to identify their sources
Understand the meaning and implications of a moral vision
ExamplesExamplesTo explore and identify the characteristics of the kingdom of God as preached by Jesus
ExamplesExamples
2.To explore the characteristics and meaning of the kingdom of God as preached and witnessed to by Jesus in word and deed – in parable.
ObjectivesObjectivesStudent focusLearning objectives are detailed
ways of carrying out the aims. They are specific and clearly
describe exactly what the learner should be able to do (skill), think (knowledge) or say (attitude/values) at the end of the lesson.
ObjectivesObjectivesObjectives state what a student
should be able to do at the end of the lesson; they do not describe the learning process
These are measurable statements and can therefore be assessed. A lesson is only successful if the student learning can be measured.
What Questions do I ask What Questions do I ask myself?myself?Is my focus on the pupil?Do I have adequate subject
knowledge to teach this topicHave pupils prior knowledge to build
on?How will I differentiate these
objectives? Will I be able to achieve my
objectives in the time availableWhat will the pupils know at the end
of the lesson?
Example Example The students will be able to explain the meaning of the concept of kingdom of God
The students will demonstrate an understanding of the term parable
The students will identify the significance of the use of a parable as a means of understanding the Kingdom of God
Prior knowledgePrior knowledge•Prior knowledge acts as a lens through which we view and absorb new information. It is a composite of who we are, based on what we have learned from both our academic and everyday experiences. (Kujawa and Huske, 1995)
•Students learn and remember new information best when it is linked to relevant prior knowledge. Teachers who link classroom activities and instruction to prior knowledge build on their students' familiarity with a topic (Beyer, 1991) and enable students to connect the curriculum content to their own culture and experience.
Prior knowledgePrior knowledgeStudent teachers must be aware
that the prior knowledge of pupils may not be correct and student teachers must be able to correct these misconceptions.
Strategies to elicit prior Strategies to elicit prior knowledgeknowledgeBrainstorm Mind-mappingGroup or pair discussionQuestioningQuizTestCan you think of any others?
Prior knowledgePrior knowledgeYou must build on what the students
already know
This has two levels:◦What has been covered in the
syllabus?◦What extra knowledge might
students have
Key concepts/ Key idea Key concepts/ Key idea The ‘essence’ of the lesson – the
essential focus of the lessonWhat exactly do I need my
students to know?Bullet points – key wordsThe key concepts are linked to
the aims and objectives
DifferentiationDifferentiationDifferentiation is more than just
doing things differently; it is a philosophy of teaching that must filter down to the heart and soul of every classroom teacher. It is what good teaching, appropriate teaching is all about.(Carey, 2005,p116)
DifferentiationDifferentiation“Your students might be varied in their
prior learning, motivation, maturity, “learning style” and in other respects. You need to teach in a way that accommodates these differences, which is called differentiation.” (Petty. 2004,p41)
Differentiation is the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning. We used to teach subjects and classes - now we teach students. (Petty,2004)
DifferentiationDifferentiationDifferentiation should enable each
pupil to reach his potential. It means setting up learning experiences to meet the needs of each pupil.
‘Differentiation is….. the process of identifying, with each learner, the most effective strategies for achieving agreed targets’.(Weston 1992)
DifferentiationDifferentiationDifferentiation is how a teacher varies
content, activities, methodology and resources when taking into account the range of abilities, interests needs and experiences of students. The purpose of differentiation is to promote students’ in learning. It deals with each student as an individual but is not merely an individualised learning programme that is administered out of context. It values both the teacher and the student (NCCA 2002,P,27)
Each learner is differentEach learner is differentLife experiencesPrior knowledge Language skillsMotivationInterestAttitudesSelf-esteem
Learning styleSocial skillsParental
involvementIllnessTalentsGenderRace
DifferentiationDifferentiationSubstitute the word ‘levels of
pupil understanding’What is the BASIC concept/skill
that ALL your pupils will need – what MUST they know?
What SHOULD they know by the end of class?
What COULD a child know?
Teacher activityTeacher activityThis MUST be linked to your aim
and objectives and key concepts and differentiation
ONLY write exactly what you will be doing to teach and what you want to achieve
Questions I ask myself about Questions I ask myself about teacher activities?teacher activities?How am I going to create learning
experiences for the pupils?How will the learning activity relate
to my objective?How will the key concept become a
learning experience?What will I, the teacher be doing, to
facilitate learning to take place?Will this involve direct teaching,
brainstorming, group-work, board work, the use of technology, reading?
Pupil activityPupil activityThis MUST be linked to your aim
and objectives, key concepts, differentiation and teacher activity
Consider if there is a match between the teacher activity and the pupil activity
Questions I ask myself about Questions I ask myself about pupil activitiespupil activitiesIs there a link with the teacher
activity?Am I aware of prior knowledge?Have I higher and lower activities?Have I catered for all abilities?Are the tasks helping the pupils to
achieve the learning objectives?Is this a constructivist approach to
learning?
QuestioningQuestioning
QuestioningQuestioningAlways ensure that you have samples
of questions from lower order first.BUT it is essential to also have
examples of higher order questions This will KEEP YOU FOCUSED on your
aims, objectives and key conceptsGood questioning skills = good
teaching skillsQuestions must have a close link to
the pupil activities
ExamplesExamplesWho invented the motor car?Can you explain how a car works?What was the impact of that
invention?Why might it have been the most
significant invention of that period?
Notice how these questions move from recall to evaluation
AssessmentAssessment
How will I/they know that they have learned?
Assessment Assessment Assessment generates important
information about how a learner is progressing.
This information can be shared with the learner in the form of feedback which should help the learner to become more aware of their own strengths and weaknesses, and identify next steps and strategies for improvement. (NCCA)
AssessmentAssessmentThe information is also important
for teacher planning. Assessment information can
help a teacher to choose the right resource materials for a learner or for a class, and to plan and structure the learning to meet the different needs of different learners.(NCCA)
Assessment Assessment Teacher observationTeacher-designed tasks and testsQuestionsActivity/ies involving application
of knowledge (consider Bloom)Ask for five---- write down five
ideas, solutions, suggestions about the topic under discussion
Peer teaching – explain to your partner/group
Assessment Assessment Assessment must be linked to
the teaching and learning activities as it is an integral part of the learning process.
Remember ------------Assessment for learning.
ResourcesResourcesWhat do you need/use to teach?
Name the text and authorList the ‘tools’ whiteboard,
marker etcReason? – its so you will bring
them with you or establish they are available - PLANNING
BibliographyBibliography
Beyer , B.K. (1991). Teaching thinking skills: A handbook for elementary school teachers. Boston: Allyn and Bacon.
• Kujawa, S., & Huske, L. (1995). The Strategic Teaching and Reading Project guidebook (Rev. ed.). Oak Brook, IL: North Central Regional Educational Laboratory.
• National Council for Curriculum and Assessment
• Petty, G. (2009) 3rd ed Teaching Today. London. Nelson Thornes
•