Lesson planning principles and practices

Education - Teaching Methods/Lesson Plans

Education - Teaching Methods

Lesson Planning

The purpose of this work is to demonstrate an understanding of good practice in teaching and planning based on the following six points within the UK's educational system: (1) an awareness of the principles of good lesson planning (2) Identifying and addressing misconceptions that pupils may have in understanding math (3) Planning for differentiation (4) Progression from Key Stage 3 (5) Assessment (6) the contribution of ICT (Information, Communication, Technology)

In the most recent publication of the Key Stage 3 National strategy 2004-05 (DfES 9122-3005 G) expands on these goals and then "shows how the strategy links with the principles of school improvement and the actions that school leaders should undertake to promote improvement."

The number of terms in the school year

The number of teaching hours in the week

The number of days in a timetable cycle

Lesson length

The time allocated to each subject'

Pupil groupings - whether pupils should be grouped in particular ways for any subject, for example, by ability or by gender

Transition support - whether to offer a summer school and how best to organize a catch-up programme.

Curriculum Inclusion and the distribution of the curriculum across the key stage. Curriculum inclusion and differentiation; and continuity and progression. Schools have great freedom and autonomy in the timetabling of curriculum. Booster classes for Year 9 - if, when and how they will take place Key Stage 3 is said to build upon the achievements of students age 11 at Key stage 2 and the firm ofundation that are delivered through the design of the National Literacy and Numeracy Strategies. Further the KS3 National Strategy is key to the achievement of objectives with broader scope and at secondary levels. The test given in Key Stage 3 in English, Mathematics and Science underwent some changes during the year of 2003.

Principles in Lesson Planning and Awareness

For the 2005-year the building on strategy training initiative and material were for the purpose of increasing the rates of progress among students as well as studying how the "core subject departments can enable more pupils to progress two levels across the key stage. In order for formative assessment to occur it is critical that students have a good notion of the intentions of learning for each lesson. The Learning Intention is that which students should know or understand upon completion of the learning of the child. The rationale for learning is stated to be critical for the students' understanding.

Identification of and addressing the Misconceptions that Pupils have in Understanding Maths

Stated in the study is that, "Analysis of the children's interview data indicates that most children (322) understood and could explain what the teacher was looking for. Quarters of children were unsure or did not clearly understand the success criteria of the lessons observed."

Planning for differentiation

Timing, teachers chose to introduce the learning intention and success criteria at different stages in this intro being. Teachers chose the introduction of the learning intention and success criteria and different stages in their introduction which are (1) Teachers chose to introduce the learning intention and success criteria at different stages in their introduction as is shown just below (a) Each activity has its' own individual learning intention, (b) After an input on something altogether entirely different with only one group - signaling learning intention and success out come; and - After a routine part of a subject lesson, warm up for bath learning intention on worksheets, acting as a constant reminder to children as they went through the task.

Other ways of reminding children were through:

asking children (infants and juniors) to chant the learning intention and success criteria challenging children (juniors) to look at worksheets and see the link with the Learning intention and success criteria before starting the task giving children (juniors) a short play with apparatus and asking them to think

About the learning intention and success criteria as they explored repeating the learning intention and the success criteria and inviting children to Think what the ASIDE might be (infants and juniors) integrating self-evaluative questions related directly to the success criteria during Teaching one-to-one (YR) repeating the success criteria while touring the room and when children were Doing the task.

Progression from Key Stage 3

For the 2005-year the building on strategy training initiative and material were for the purpose of increasing the rates of progress among students as well as studying how the "core subject departments can enable more pupils to progress two levels across the key stage. In order for formative assessment to occur it is critical that students have a good notion of the intentions of learning for each lesson. The Learning Intention is that which students should know or understand upon completion of the learning of the child.

Assessment

Stated in the work of, Mccallum & Charles (2000) is that, "Overall, teachers feel that their teaching has been positively affected by the strategies and their children are more focused, more confident and more self-evaluative, with, in many cases, noticeable improvement in their progress attributed directly to this project. Our interviews with children indicated that they have a natural thirst for knowing what they are to learn. They want to self-evaluate and share their difficulties and successes, and appreciate the quality of feedback Teachers have given them about where they have achieved success and where they could improve.

The elements of best practice were:

Playing down the characters in order to avoid children thinking they are working for the characters, thus giving children a bigger stake in their learning.

Writing up the learning intention and articulating it slowly when all the children were paying attention

Consciously expressing the learning intentions using words associated with learning (thinking/using the senses/using tactics)

Using the ASIDE or big picture (or inviting children to think of reasons) when the topic leant itself and as a useful tool to suggest that learning is continuous and incremental 59 Consciously emphasizing within the success criteria 'knowing, learning, thinking, or using skills' Mccallum & Charles (2000)

Information Technology in Education

Information computer technology information, communication and technological advances have made great strides in the teaching methods of today's contemporary teacher. A factor that is inclusive of learning plan considerations we talked of are illustrated further in that related to Timing, teachers chose to introduce the learning intention and success criteria at different stages in this intro being. Teachers chose the introduction of the learning intention and success criteria and different stages in their introduction which are: (1) Teachers chose to introduce the learning intention and success criteria at different stages in their introduction as is shown just below (2) Each activity has its' own individual learning intention (3) After an input on something altogether entirely different with only one group signaling learning intention and success out come. (4) After a routine part of a subject lesson, warm up for bath. learning intention on worksheets, acting as a constant reminder to children as they went through the task.