8. Planning Questions
1. 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. 1. OBJECTIVES – WHY?
‣ Be able to name….
‣ Be able to list 3 ways….
‣ Be able to understand….
13. Outcome:
Give detailed e.g. of
organism adaptations
to environment
So that we can
Learning:
To be able to
Design an organism
that lives in a
specific habitat
14. 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
15. 3. TASKS NOT ACTIVITIES
• Model and deliberate practise
• Focus on the higher order verbs
• Clear SUCCESS criteria
• Share and celebrate excellent
work
• TIME FILLERS
16. 4. ASSESSMENT
• Focus on the OBJECTIVE of the
lesson
• Tasks should be DIAGNOSTIC –
who is best to mark them?
• Avoid marking complete work –
focus on sections
Marking
Questioning
OBSERVE
20. 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/
23. ‣ Know your students and their specific needs
‣ NOT all….most…some…
‣ Focus on one or two per lesson regarding tasks…
‣ Detailed feedback
‣ High Expectations
SOME STRATEGIES
24. • 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 TRAINING
6. GET IN – GET ON
25. ‣ Define ADAPTATION
‣ Explain TWO adaptions of a desert living organism
‣ COMPARE and CONTRAST behavioural and physical
adaptations
IN SCIENCE
26. Planning Questions
1. 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?
27. The 5 minute Lesson PlanThe BIG picture?
Engagement?
Stickability!
Differentiation A f L
Learning
Episodes
Teacher Led or Student Led? Teacher Led or Student Led? Teacher Led or Student Led? Teacher Led or Student Led?
R.McGill 2012 - @TeacherToolkit
Objectives
along the way….
….print and scribble your way to Outstanding!
28.
29.
30. “Every teacher needs to improve,
not because they are not good
enough, but because they can be
even better.”
Dylan Wiliam
SSAT Conference 2012
Editor's Notes
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