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EXPERTLESSONPLANNING
?PlanningPLNHoDs&“Learning”LessonObs
ChallengeObjectivesQuestioningDifferentiationTransitionsPLANNING
WHYHOWWHAT
REDUCE INCONSISTENCIESEFFECTIVE USE OF TIMECLARIFY EFFECTIVE LEARNINGBETTER INFORMED/SUPPORTEDRAISE THE BARSHARE MORE IDEA...
Expert Learning?✤ Prior Knowledge✤ Relevancy✤ Outcomes✤ Differentiation✤ Questioning✤ Problem solving andIndependent Learn...
LEARNINGLOOPObserveLearningDEPLOYModelingTeach newknowledgeReflectionMetacognitionPriorKnowledgePracticeFeedbackSuccess& f...
Planning Questions1. What do I want them to know at the end of the lesson?2. How does this build on what they learnt last ...
1. OBJECTIVES – WHY?‣ Be able to name….‣ Be able to list 3 ways….‣ Be able to understand….
OBJECTIVES – BLOOM
KARBON PRESENTATION 4 • 22LEVEL 13, 82 SPENCER ST, MELBOURNE
Outcome:Give detailed e.g. oforganism adaptationsto environmentSo that we canLearning:To be able toDesign an organismthat ...
2. LAST LESSON?‣ How do you know what they know?‣ Feedback from Questioning‣ Observation whilst they were working‣ What di...
3. TASKS NOT ACTIVITIES• Model and deliberate practise• Focus on the higher order verbs• Clear SUCCESS criteria• Share and...
4. ASSESSMENT• Focus on the OBJECTIVE of thelesson• Tasks should be DIAGNOSTIC –who is best to mark them?• Avoid marking c...
QUESTIONING• Open/Closed• PPPB• TV Questioning• Columbo Questions• Hinge• Question Grid• Socratic Questions• Question Form...
Question Grid?Is?PresentDid?PastCan?PossibilityWould/could?ProbabilityWill?PredictionMight?ImaginationWhat?EventWhere?Plac...
Question Grid?Is?PresentDid?PastCan?PossibilityWould/could?ProbabilityWill?PredictionMight?ImaginationWhat?EventWhere?Plac...
Question the question• What was the focus question?• What other questions could relate to it?• Is the question valid?• Doe...
5. SUPPORTSTUDENTS
‣ Know your students and their specific needs‣ NOT all….most…some…‣ Focus on one or two per lesson regarding tasks…‣ Detai...
• Students undertake without direction• Should take around 5 minutes to complete• Task should involve putting pen to paper...
‣ Define ADAPTATION‣ Explain TWO adaptions of a desert living organism‣ COMPARE and CONTRAST behavioural and physicaladapt...
Planning Questions1. What do I want them to know at the end of the lesson?2. How does this build on what they learnt last ...
The 5 minute Lesson PlanThe BIG picture?Engagement?Stickability!Differentiation A f LLearningEpisodesTeacher Led or Studen...
“Every teacher needs to improve,not because they are not goodenough, but because they can beeven better.”Dylan WiliamSSAT ...
Expert plannning final (1)
Expert plannning final (1)
Expert plannning final (1)
Expert plannning final (1)
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Expert plannning final (1)

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Powerpoint delivered to staff as part of an INSET session on lesson planning

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  • Its not a case of either or, bad objectives are worse than none at all but they are very important.
  • Describe the shape – lower order at the bottom – the ones where most time is spent on, more able to carry out this tasks
  • Describe the shape – lower order at the bottom – the ones where most time is spent on, more able to carry out this tasks
  • Its not a case of either or, bad objectives are worse than none at all but they are very important.
  • It sharpens up my thinking about every form of learning or training session I design. After all, if I can’t explain the ‘SO THAT…’ it probably means that I couldn’t answer the ‘SO WHAT…?’ if I was asked
  • In order to be able to answer this question you need to complete the following…..Chicken and Egg Scenario here – you need to do all the 6 points to get best value but, start with the end in mind Questioning – feature later – big weakness of mine – we all need to develop our questioning strategies.
  • If it doesn’t illuminate, if it doesn’t allow you to diganose then it is not a worthwhile task.
  • This is where you can set things up to save time and be more efficient/effective in your work.Focus on a clear objective and set up tasks that the students work on so that you can spend most of your time observing their workThink – Do they understand? Are there any common misconceptions? Who is “getting it” and who isn’t – How can I scaffold the cognitive gap?Does the task need more explaining? Etc.Is it an effective use of time to get students to wirte reams and reams of essays? Focus on elements of them and build up.
  • A hinge question is based on the important concept in a lesson that is critical for students to understand before you move on in the lesson.- The question should fall about midway during the lesson.- Every student must respond to the question within two minutes.- You must be able to collect and interpret the responses from all students in 30 seconds – need whiteboards or other method for mass collection of information – what to do if they don’t get it??Columbo questions – “Just one more thing”…Socratic – question within a question – clarify, probe assumption, viewpoints…We don’t know a lot about questioning – if you plan to question and challenge throughout the lesson it can be massively effective
  • Non negotiable – you need to know who they are, what their needs are and if you don’t know then ask.All most some – are excuses for following a path of least resistance – you are almost accepting a minimum standard of work – or at worse, even segregating your class. Pen Portraits – when you sit down to plan think of Sam or Alex –what you you do with this task to help them. Might seem immoral to ignore others, but if you try this every lesson, you’ll provide far more support than is likely now…Far better to have high expectations and give them detailed feedback – don’t make it obvious from the books that a child has SEN needs. If we tolerate this then we have lower expectations for these boys and that is wrong. Every student can make progress.
  • This is my personal focus for this half term - boys should never come in without knowing what to do – this task removes that and eliminates distractions
  • Remember – Ofsted DO NOT want a lesson plan(!), but evidence of a planned lesson… (September 2012 criteria).This simple tool will help you mentally prepare for your lesson, but not get bogged down in whole-school proforma that consumes unnecessary time. @TeacherToolkit – contact me at: TeacherToolkit@me.com
  • Transcript of "Expert plannning final (1)"

    1. 1. EXPERTLESSONPLANNING
    2. 2. ?PlanningPLNHoDs&“Learning”LessonObs
    3. 3. ChallengeObjectivesQuestioningDifferentiationTransitionsPLANNING
    4. 4. WHYHOWWHAT
    5. 5. REDUCE INCONSISTENCIESEFFECTIVE USE OF TIMECLARIFY EFFECTIVE LEARNINGBETTER INFORMED/SUPPORTEDRAISE THE BARSHARE MORE IDEASREFLECT
    6. 6. Expert Learning?✤ Prior Knowledge✤ Relevancy✤ Outcomes✤ Differentiation✤ Questioning✤ Problem solving andIndependent Learning – BLP✤ Modelling for understanding✤ Consolidation✤ Marking & Feedback
    7. 7. LEARNINGLOOPObserveLearningDEPLOYModelingTeach newknowledgeReflectionMetacognitionPriorKnowledgePracticeFeedbackSuccess& failureTaken from D.Didau’s “Anatomy of an Outstanding Lesson”http://learningspy.co.uk/2013/03/08/pedagoo-london-presentation/Repeat
    8. 8. Planning Questions1. What do I want them to know at the end of the lesson?2. How does this build on what they learnt last lesson?3. What tasks will model and help practise the learning?4. What/how do I want to assess them and develop feedback?5. How will I support specific students?6. What will be the “Get in and get on” task?
    9. 9. 1. OBJECTIVES – WHY?‣ Be able to name….‣ Be able to list 3 ways….‣ Be able to understand….
    10. 10. OBJECTIVES – BLOOM
    11. 11. KARBON PRESENTATION 4 • 22LEVEL 13, 82 SPENCER ST, MELBOURNE
    12. 12. Outcome:Give detailed e.g. oforganism adaptationsto environmentSo that we canLearning:To be able toDesign an organismthat lives in aspecific habitat
    13. 13. 2. LAST LESSON?‣ How do you know what they know?‣ Feedback from Questioning‣ Observation whilst they were working‣ What did you find from the marking/assessment?MARKING IS PLANNING
    14. 14. 3. TASKS NOT ACTIVITIES• Model and deliberate practise• Focus on the higher order verbs• Clear SUCCESS criteria• Share and celebrate excellentwork• TIME FILLERS
    15. 15. 4. ASSESSMENT• Focus on the OBJECTIVE of thelesson• Tasks should be DIAGNOSTIC –who is best to mark them?• Avoid marking complete work –focus on sectionsMarkingQuestioningOBSERVE
    16. 16. QUESTIONING• Open/Closed• PPPB• TV Questioning• Columbo Questions• Hinge• Question Grid• Socratic Questions• Question FormulationTechnique
    17. 17. Question Grid?Is?PresentDid?PastCan?PossibilityWould/could?ProbabilityWill?PredictionMight?ImaginationWhat?EventWhere?PlaceWhen?TimeWhich?ChoiceWho?PersonWhy?ReasonHow?MeaningDeeper QQuestion Focus:- define, describe, analogy, explain, comment,classify, compare and or contrast, cause, effect, sequence,create, analyse, evaluate, generalise, predictHighlight your question focus1. Focus 2. Grid 3. Socratic Circle questions (help cards if needed) 4. Switch effect.+-significance1st2nd
    18. 18. Question Grid?Is?PresentDid?PastCan?PossibilityWould/could?ProbabilityWill?PredictionMight?ImaginationWhat?EventWhere?PlaceWhen?TimeWhich?ChoiceWho?PersonWhy?ReasonHow?MeaningDeeper Thinking 2ndFocus:- define, describe, analogy, explain, comment, classify,compare and or contrast, cause, effect, sequence, create,analyse, evaluate, generalise, predictHighlight your thinking focus1st1. Focus 2. Grid 3. Socratic Circle questions (help cards if needed) 4. Switch effect.+-significanceSide Before before Before Now After After after Side
    19. 19. Question the question• What was the focus question?• What other questions could relate to it?• Is the question valid?• Does the question give a definitive answer?• Do the resources at hand allow us to explore the question?• Can we develop a more appropriate question?• Does the question give too much bias?http://sayersjohn.blogspot.co.uk/
    20. 20. 5. SUPPORTSTUDENTS
    21. 21. ‣ Know your students and their specific needs‣ NOT all….most…some…‣ Focus on one or two per lesson regarding tasks…‣ Detailed feedback‣ High ExpectationsSOME STRATEGIES
    22. 22. • Students undertake without direction• Should take around 5 minutes to complete• Task should involve putting pen to paper• Should preview todays learning• Part of a bigger agenda of TRAINING6. GET IN – GET ON
    23. 23. ‣ Define ADAPTATION‣ Explain TWO adaptions of a desert living organism‣ COMPARE and CONTRAST behavioural and physicaladaptationsIN SCIENCE
    24. 24. Planning Questions1. What do I want them to know at the end of the lesson?2. How does this build on what they learnt last lesson?3. What tasks will model and help practise the learning?4. What/how do I want to assess them and develop feedback?5. How will I support specific students?6. What will be the “Get in and get on” task?
    25. 25. The 5 minute Lesson PlanThe BIG picture?Engagement?Stickability!Differentiation A f LLearningEpisodesTeacher Led or Student Led? Teacher Led or Student Led? Teacher Led or Student Led? Teacher Led or Student Led?R.McGill 2012 - @TeacherToolkitObjectivesalong the way….….print and scribble your way to Outstanding!
    26. 26. “Every teacher needs to improve,not because they are not goodenough, but because they can beeven better.”Dylan WiliamSSAT Conference 2012
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