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5 part lesson structure


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5 part lesson structure

  1. 1. A 5 Part lesson Structure<br />We need to …<br />Develop more coherent planning for learning across the school.<br />Ensure planning for progress and for the use of AfL in all lessons.<br />This is not …<br /><ul><li>A rigid template to encourage teaching and learning by numbers.
  2. 2. Meant to fit every lesson neatly.</li></li></ul><li>A 5 Part lesson Structure<br />Starter<br />Starter<br />Modelling<br />Establishing<br />Group/Paired Work<br />Developmental Phase<br />Independent Learning<br />Review & Reflection<br />Plenary<br />
  3. 3. Homework<br />Deadline:<br />Have it written clearly on board as students enter with a precise due date.<br />Set a task that consolidates what was taught in lesson or bridges to the next lesson.<br />
  4. 4. Starter<br />Linked to topic (mental task is ideal as a thinking task).<br />Important to bridge from prior to current learning.<br />A question or series of questions about a stimulus (photo, text, sound, video) are the most effective.<br />Spend five minutes maximum, and allow for some sharing and feedback.<br />
  5. 5. Topic: Lesson Content<br />How to express skill(s) as a statement linked to assessment criteria<br />
  6. 6. Modelling<br />How to…<br />Show students how to apply a skill<br />Spend 10 minutes maximum<br />Ask questions to less able students about what teacher did<br />Ask higher order questions to middle ability students around how teacher did it<br />Ask higher order questions to most able students around why teacher did this<br />
  7. 7. Group/Pair Work<br />Pairs or groups practice skills through discussion and record their thinking on sugar paper, in discussion, on mini whiteboards, using new technologies.<br />Teachers should circulate to get a feel for how the students are progressing.<br />Support staff deployed to work with particular groups to ensure access and progress.<br />Teacher intervenes to support, scaffold and prompt.<br />Spend 15 minutes maximum, including feedback <br />Feedback should include carefully scaffolded questions about what has been done, what has been learned and how it has been learned.<br />
  8. 8. Independent Learning<br />Students apply skills independently to new content<br />Display success criteria with levels/grades linked to NC or Syllabus<br />Support staff deployed strategically to work with key students and/or groups of students<br />Planned extension task<br />Spend 20 minutes minimum<br />
  9. 9. Review and Reflection<br />Use directed questioning to probe and elicit what learning has taken place and how. For example:<br />What were the (correct) answers?<br />How did students manage to get to those answers?<br />Which strategies were most successful and why in the eyes of the students?<br />A future course of action or application of the skills or content used in the lesson.<br />Link back to learning objectives and skills OR success criteria/grade descriptors.<br />Spend 10-15 minutes maximum<br />