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

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