ABC of Lesson Planning
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The document outlines key considerations for lesson planning in the areas of assessment for learning (AfL), behavior management, challenge, deeper learning, and student engagement. Each section lists questions teachers should ask themselves to ensure their lesson plans effectively address that area. For example, for AfL it suggests planning assessments to check different students' progress throughout the lesson and ensure feedback is acted on. For behavior, it prompts checking seating plans and group organization. And for engagement, it recommends capturing student interest through varied activities and pacing.
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Testing determines a student's skills and knowledge through methods like multiple choice tests or spelling tests. Assessment gathers information through various methods including tests, observations, and interviews to monitor progress. Evaluation uses assessment results to determine if a student meets preset criteria, such as qualifying for special education services. Measurement refers to procedures and principles for educational tests and assessments, including raw scores, percentile ranks, and standard scores.
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The document discusses key concepts related to student assessment including:
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- 2. A is for... AfL
- 3. B is for... Behaviou r
- 7. AfL โข Have I planned each part of the lesson based on prior attainment for different students and their target data? โข Have I planned for the needs of different groups of students (SEN/ G&T/FSM)? โข Have I got opportunities to assess student progress throughout the lesson? โข Is student progress evident in books / folders? โข Have students acted upon feedback? โข Is my questioning planned and targetted? โข Are there chances for students to self/peer assess?
- 8. Behaviour โข Have I got a seating plan? โข Have I organised groups in advance? โข Have I planned time to explore how to work effectively with others? โข Have I followed up sanctions / rewards from last lesson? โข Is it clear what students need to do to be successful/receive praise? โข Do I have opportunities to reward students during the lesson? โข Have I checked appropriate Health and Safety measures have been taken?
- 9. Challenge โข What new learning will be taking place? โข Is EVERYONE challenged appropriately inc. G&T / SEN? โข Have I differentiated each part of the lesson? โข Do my objectives indicate an increase in difficulty, rather than a change of task? โข Are my targets aspirational? โข Am I challenging their preconceptions? โข Have I given them opportunity to fail and bounce back? โข Are the students going to be working harder than I am?
- 10. Deeper Learning โข What transferrable skills will students be learning (critical thinking/ creative/caring/ collaborative)? How am I making these explicit? โข What higher order thinking skills will students need to use? Do they understand how to show these? โข Do my objectives increase in difficulty / use a taxonomy of learning? โข Have I highlighted the Literacy/ numeracy skills they will need to use? โข How does the content of the lesson relate to the world outside the classroom? โข Have I given students to reflect on their own progress and set targets for improvements? โข How does homework reinforce / extend their learning effectively?
- 11. Engagement โข How will I capture their attention / interest? โข Is there a range of VAK activities for different learning styles? โข How am I going to manage the pace / transitions / timing? โข How will I ensure EVERYONE is engaged? โข Have I provided a choice of outcomes? โข Have I planned time for students to ask their own questions? โข Do my students have a โgrowthโ mindset โdo they bounce back rather than give up? How will I show this? โข Will my students leave with a sense of achievement?