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1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
1 how to plan for effective teaching
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1 how to plan for effective teaching

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  • 1. Planning for effective teaching
  • 2. Aims of this session
    • To ask teachers to consider why we need to plan for effective teaching and learning
    • To develop teachers understanding of how to plan for effective teaching and learning
  • 3. Learning outcomes
    • At the end of this session participants will:
    • Understand why we need to plan, for effective teaching and learning to occur
    • Demonstrate an awareness of how we can plan for effective teaching and learning
    • Be aware of current research and thinking on planning for effective teaching and learning
  • 4. Planning for effective teaching To fail to plan, is to plan to fail!!
  • 5. WHY PLAN LESSONS?
    • “ I don’t need to plan lessons, I have been teaching this subject for 15 years now and it is all in my head”
    • “ Writing a lesson plan is too restrictive, I like to have freedom in the classroom to go with the flow”
  • 6. WHY PLAN LESSONS?
    • Because the Common Inspection Framework demands it!!!!
    • Because research supports good planning in effective teaching and learning.
    • Because all students deserve excellent quality teaching to ensure the best possible learning experience in order to realise their full potential!
  • 7. Question 2: How effective are teaching, training and learning?
    • To answer this question, inspectors must evaluate and report on:
      • How well teaching and training meet individuals’ needs and course or programme requirements
      • How well learners learn and make progress
  • 8. Question 2: How effective are teaching training and learning?
    • In making judgements, inspectors will consider, where applicable, the extent to which teachers and trainers:
    • plan effectively with clear objectives that all learners understand
    • use methods and styles of teaching and training consistent with the aims of their programmes and learners’ personal objectives
    • challenge and inspire learners
  • 9. Question 2: How effective are teaching training and learning?
    • In this area, judgements are made about teaching , learning and attainment
    • When observing lessons, inspectors will make a judgement on teaching in respect of the role of the teacher in preparing and delivering an ‘effective lesson’
  • 10. Very good or excellent
    • Work is thoroughly prepared, but this does not prevent effective use of unanticipated, but productive opportunities, that arise in lessons.
  • 11. Good or satisfactory
    • Course content is accurate and is planned and presented clearly and effectively. Working methods are suitable for the task and enable students to make satisfactory progress. Lessons have clear objectives and students know what they are doing.
  • 12. Unsatisfactory
    • There is little or no evidence of planning for effective teaching
    • There are no clearly identified learning outcomes for the session or programme of study
    • Students clearly do not understand what the learning objectives of the session are
  • 13. Elements of Planning a Lesson Session Title and Aim Constant considerations Learning Outcomes Structure and Content Resources Assessment Differentiation Evaluation
  • 14. Session Title and Aim
    • Session subject
    • Week no ( ie where does this lesson fit into the scheme of work )
    • Venue
    • Timing allocation
    • Aim(s) of the session
  • 15. Learning Outcomes
    • Linked to learning domains
    • Learning outcomes must be shared and understood by students
    • Can be measured
    • 3 or 4 main Learning Outcomes per session
  • 16. Lesson Structure and Content
    • Link with existing knowledge
    • Logical progression
    • Timing of sections
    • Student activities?
    • Lecturer activities?
  • 17. Resources
    • Suitability for whole class
    • Suitability for individuals
    • Enough for all who need
    • How and when to use
    • Quality
    • Availability
    • Relevancy
  • 18. Assessment – How students will demonstrate their learning
    • Linked to the Learning Outcomes
    • Must take place every session
    • Form of Assessment (fit for purpose)
    • Test learning (diagnostic)
    • Help learning (formative -AFL)
    • Purpose understood by learners
    • Key questions planned
  • 19. Differentiation
    • By task
    • By outcomes
    • Through dialogue
    • Through groups
    • Through knowing the learner
  • 20. Evaluation
    • Success in achieving Learning Outcomes
    • Effectiveness of strategies
    • Evidence of learning
    • Issues for future sessions
    • What could you do better next time your deliver this particular session?
  • 21. Constant Considerations
    • Check room layout
    • Check resources
    • Create a positive, non-threatening climate
    • Identify learning opportunities
    • Create rapport with individuals and groups
    • Motivate and inspire
    • Encourage independent learning
    • Smile!
  • 22. Last Words
    • Questions to ask yourself
    • Did learning take place in my lesson?
    • Did the students clearly demonstrate that learning?
    • Did I check that learning had taken place?

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