Structuring and Planning Lessons

1. 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)

2. The Quality LessonA 4 Part Lesson Starter Introduction Activity Plenary

3. Factors Affecting Lesson Design Learning objectives and intended outcomes Lesson design Teaching and learning strategies Climate for learning Pedagogic approaches

4. The Accelerated Learning Cycle In a pleasant stimulating environment Adapted from Alite and Cramlington High School CREATE THE SUPPORTIVE LEARNING ENVIRONMENT 1) CONNECT THE LEARNING Pre -stage 2) THE BIG PICTURE To what has gone before Like the one on the box Positive self esteem 3) DESCRIBE THE LEARNING OUTCOMES Low High Challenge What you learned and how Recall games 7) REVIEW Revisit learning outcomes 6) DEMONSTRATE What will you be able to do by the end? 5) ACTIVITY Feedback 4) INTRODUCTION Students show they know in a variety of ways New information through VAK Hot seats Search for meaning and process information using multiple intelligences Drama Power-point Video Paired explanation

5. 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

6. 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.

7. 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

8. 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

9. 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)