What caused this?. PLANNING FOR LEARNING (SEN-LESSON PLANNING) Objectives; To know the essential...

What caused this?

PLANNING FOR LEARNING(SEN-LESSON PLANNING)

Objectives;

• To know the essential components of a lesson plan. • To understand the importance of a detailed,

engaging lesson plan.• To be able to write a lesson plan.• To appreciate that different types of learners have to be incorporated into a lesson plan.

LEARNING OUTCOMES’:

By the end of the session… All will know the essential components of

a lesson plan.Most will understand the importance of detailed engaging lesson planning.

Some will be able to construct effective lesson plans and/or judge effectiveness of existing plans.

WHAT IS LEARNING?

• Pupil learning can be defined as changes in a pupil’s behaviours which take place as a result of being engaged in an educational experience.’

• (Kyriacou, 1977, cited in Ellis, 2002: 20)

WHAT IS LEARNING?

• ‘…suggests the capacity to do something different to what could be done earlier.’

(Schunk, 1996, cited in Ellis, 2002: 20)

• Role of a teacher = to enable learning

Activity Brainstorm what makes a good lesson?

CHECKLIST OF COMPONENTS OF EFFECTIVE LEARNING:

• welcome from the teacher;

• stimulating environment;

• relaxed but challenging atmosphere;

• effective beginning;

• unusual, unexpected activity;

CHECKLIST OF COMPONENTS OF EFFECTIVE LEARNING

CONTINUED:

• more than one activity;

• variety of activities aimed at different types of learner;

• pupils are engaged;

• reflection/review built in.

WHAT MAKES A GOOD MICCCEEE LESSON???!!!

WHAT DOES IT STAND FOR?

MOTIVATING

INVOLVING

CHALLENGING

CREATIVITY

CURIOSITY

ENGAGING

ENJOYABLE

EXCITING

WHAT IS A LESSON OBJECTIVE?

• Ensures the teacher considers the purpose of the lesson, related to National Curriculum or exam syllabus.

• They represent specific targets for pupils’ learning.• They should be clear statements of what the pupils

should Know, Understand, be able to do and appreciate.

• Objectives can have different outcomes for different pupils. E.g. all pupils will be able to, most pupils will be able to and some pupils will be able to.

SHARING LESSON OBJECTIVES

• It sharpens the focus on teaching and learning• It shifts the emphasis from what pupils do to

what they learn• May include what the pupils should know,

understand, be able to do, or be aware of, as a result of the lesson

• Once shared they can be returned to, to assess what pupils have learnt.

EXAMPLE OF LEARNING OBJECTIVES

• To be able to use graphics tablet to map origins of family.

• To appreciate that people move for different reasons; not always through choice.

• To know the key terminology for migration.

BREAKING DOWN THE LESSON

• A lesson should have distinct episodes that are matched to the learning objectives.

• Each episode should be divided into teacher and pupil activities.

• Each episode should have an estimated time for completion.

• A lesson should have a clear starter and plenary.

STARTERS

Starters…• Are about purposeful, interactive teaching which

involves all pupils;• Should be planned as a discrete element of the

lesson;• Should have a clear purpose;• Should inject a sense of pace;• Should challenge pupils to think;• Should motivate pupils and make them want to

know more.

EPISODES

• Ideally, there should be 3 or 4 episodes within each lesson.

Teaching strategies may include Questioning Explaining ModellingActivities may include• Role play, poetry, simulation games, music, card sorting

etc• These episodes should engage different learning styles.

MODELLING

Modelling is…• Helping to make explicit the thinking process

behind important skills needed;• Breaking down the process into a series of

manageable steps;• Where the teacher acts an expert and

demonstrates how to do something by thinking aloud;

• A means of promoting independent learning.

EXPLAINING

Explaining is…• Giving understanding to another;• To enable pupils to understandabstract concepts events outside their experience important ideas.• Examples of explaining include; Concepts,

similarities and differences, cause and effect, purposes and processes.

QUESTIONINGQuestioning is…• The most common form of interaction between

teacher and pupil;• The key method of providing appropriate

challenge for all pupils;• At it’s best ‘deeper questioning’ whereby the

teacher asks the pupil a further question related to their answer;

• An important influence on the extent of progress made;

• The most immediate and accessible way for a teacher to assess learning.

• Effective questions are targeted at specific pupils.

BLOOM’S TAXONOMY

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

STRUCTURES OF A LESSON PLAN

OBJECTIVES

KEYWORDS

DEVELOPMENT

RESOURCES

ASSESSMENT

PLENARY

WHAT IS DIFFERENTIATED LEARNING?

DIFFERENTIATION ‘Differentiation is a planned process of

intervention in the classroom designed to maximise learning potential based on individual needs.’

(Lambert and Balderstone)

• It needs to be placed at the very heart of lesson planning and should be clearly visible on every written plan. At its best the names of individual pupils are written.

EXAMPLES OF DIFFERENTIATION STRATEGIES

• Differentiation by outcome.• Differentiated resources and by outcome• Differentiation by graded tasks and

outcomes, starting with low challenge and allow pupils to progress upwards at their own pace.

• Differentiation by task and outcome.• Differentiation by stimulus and by task.

WHY DO WE DIFFERENTIATE?

WHAT DETERMINES IF A LESSON HAS BEEN DIFFERENTIATED?

PLENARIES

• Help pupils to understand and remember what has been learned;

• Refer back to learning objectives;• Create a sense of achievement;• Take stock of where the class has reached;• Take learning further and deeper;• Provide an opportunity for the teacher to assess

learning and plan accordingly;• Prompt deep thinking by pupils about HOW they

have learned.

PLENARY IDEAS:• List 3 things you / your neighbour found out today...• Write all the words relating to today's work you can in

the next 60 seconds• The answer is ******* - now write the question...• Which of n statements is the best... Why?• What will happen next ? What will we do next lesson ?• Self assessment: target setting• True or False• Give a statement and ask pupils to say something

good, something bad and something interesting about it.

ASSESSMENT FOR LEARNING

• Where possible lessons should include opportunities:• Shares learning goals with pupils;• Aims to help pupils to know and recognise the standards

they are aiming for;• Involves pupils in peer and self-assessment;• Provides feedback which leads to pupils recognising

their next steps and how to take them;• Involves both teacher and pupils reviewing and reflecting

on assessment data.

ADDITIONAL CRITERIA ON A LESSON PLAN

• Resources/advanced preparation needed.• Cross curricular links (Including literacy,

numeracy and ICT skills).• National Curriculum Programme of Study

(POS) /Exam Syllabus reference number.• Differentiation• Assessment opportunities• Homework set/date due in• All lessons should be followed by a detailed

evaluation focusing on pupil learning.

LESSON EVALUATION

• To evaluate is to assess something with a view of coming to a reasonable judgement of its worth.

• You must evaluate every lesson you teach.• Try to focus on what the pupils learnt rather than

how they behaved.• Include what went well as well as what you need

to change and improve upon.• Use the lesson evaluation to inform your next

lesson plan.

KEY QUESTIONS FOR EFFECTIVE EVALUATION

When answering these questions consider; pupils response, Subject content and teaching methods.

• What went well? • What didn’t go well?• What evidence do you have that allows you to

answer with some degree of certainty?• What should you change next time on the

basis of this evaluation?

ODD ONE OUT

1. Starter Plenary Resources

2. Know visual understand

3. Objective Explaining Modelling

4. Episode Time Activity

5. Outcome Task Evaluation

WAYS FORWARD

• Create your own lesson plan proforma including all the key criteria from today's lecture.

• Create your own Evaluation proforma of no more than a side of A4, consulting the Key questions slide.

THE USE OF ICT IN THE CLASSROOM

LECTURE OUTLINE AND CONTENT:

-word documents

-teachit website for lesson ideas

(www.teachit.co.uk)

-clip art (especially in use of lessons for Special

Education Needs children)

ICT can enhance EAL/SEN pupils’ English language and curriculum

learning by:

●providing opportunities to access information in different and helpful forms e.g. through multimedia, key visuals , models and stimulations.

●creating opportunities for learners to refine, develop and store their language output.

• Creating a focus on English and how it is used

• Increasing opportunities to use first languages to support curriculum and English learning

• Providing opportunities for learners to become autonomous learners and practise the skills in particular areas of English.

• Increasing opportunities and motivation to communicate in English

• Stimulating working, thinking and talking collaboratively which supports EAL learners to process and embed language and curriculum learning .

BIBLIOGRAPHY / RESOURCES:

• Key Stage 3 National Strategy Materials: www.standards.dfes.gov.uk/keystage3

• QCA Schemes of Work: www.standards.dfes.gov.uk/schemes3

• Teachernet Lesson Plan Resources: www.teachernet.gov.uk/teachingandlearning/resourcematerials/Resources

• www.naldic.org.uk/docs/research/teach_learn.cfm