This document outlines the structure and components of a lesson plan template focused on understanding functions. The template includes sections for learning objectives, student profiles, pedagogical rationale, preparing students for learning, presenting new information, student construction of knowledge, applying knowledge, reviewing learning, and assessing teacher and student performance. The overall goal is for students to understand functions, apply them to personal experiences, and evaluate their importance in different contexts.

1. Learning Objective: to understand the functions of ….. SO THAT you can apply the functions to your personal performance/ understanding/ experiences
I can describe the different I can justify why the functions I can evaluate to what extent ….. is vital in a ….
Learning of …. are significant context using specific examples from my own
functions of …. ….experience/ understanding/ performance
Progress:
C grade B grade A grade
Males Females SEN Details Gifted & Talented Details
Class Profile:
Lesson Context: Introductory lesson: Limited prior knowledge & understanding; pre-test to gauge?
RATIONALE BEHIND THE PEDAGOGY:
Based on John Hattie & Geoff Petty research: Effect size 1 = 2 grade leap or advancing achievement by 1 year. Example: Jigsaw Co-
operative Learning = 0.75
Student feedback on previous learning experiences - what has accelerated their learning?
 BIG QUESTION = Is there more future or past? Reading, Writing,
Prepare for learning  Predict likely outcomes & findings Communication, ICT,
 Entry work  TPS – can you work out the functions of X? Mathematics
 Give the ‘BIG’ picture
 Pre-thinking about work  Resources/ online material/Learning folders/e-folios Use of specific language/

ahead
Link to previous lesson
 Prompts & tools for RAS alert (http://itc- O terminology / oral / written /
 Prompt start us.businesscatalyst.com/professional_development_library/ras_ body language/ numeracy/ ICT
alert) P Spiritual, ethical, social and
Agreed Learning Goals & targets:
cultural dimensions
Outcomes  Share learning objective and explain the SO THAT – P  Relevant?
 Make content, skills &
enabling students to see meaning and purpose in their
thinking explicit  Connect student learning
 State simply and exactly learning promote the means to ‘own their learning O
what the students will have to the real world
learned by the end of the ambition’
lesson
 Employ checklists to guide process Flip the learning
 Share criteria against which R
performance will be  Flag rubric Choice and variety in tasks?
assessed  http://ed.ted.com/about
 Embed peer evaluation & metacognition T  http://www.youtube.com/watch
Present New Information
 ‘Hook’ the students
http://www.youtube.com/watch?v=falHoOEUFz0 ?feature=player_embedded&v=n
 Use of VAK strategies
http://www.youtube.com/watch?v=u6XAPnuFjJc U 5N-
 Short, clear, ‘punchy’ jrDOgJc&list=PL39F19C2C05B994
99
Construct Collaborative learning strategies: N
 Active learning Personal learning & thinking skills
 Range of learning Concept attainment/ role play/ provocative questions
 Choice & challenge I Skills developed in the lesson/
 Individual Jigsawing: home groups & expert groups over a series of lessons
 Collaborative
Apply T Habits of Mind & Mindset
Examination question:
 Demonstration of learning
 Minor (short task) or major  Apply your new knowledge on the functions of X to your CICC?

project
Need to show they
recent … performances/ understanding/ experience/ I  Choice in learning activities?
understand & can transfer reading. How did the different functions enable you to  Individual work?
understanding - not just
E  Collaboration in learning?
repeat and recall participate and perform successfully?
 Challenge in student learning?
Review Learning Gains:
 How far has students’ S WWW EBI
learning progressed?  K = list of what you know What Went Even Better If
 Oral, written, visual
scaffolding tools & review  W = what you need to know Well
strategies
 Need regular review  L = what have you learned? Teacher Teacher
experiences at relevant
 H = how will you overcome the learning gaps? Self-Review Self-Review
points during the lesson