|University | Education | IT&CS | VLE ||
|PGCE IT 2012/13 - SKE CS June 2013 - PGCE IT&CS Sept 2013|
The lesson is a voyage of exploration with a beginning as pupils board the train; we settle them and prepare for the journey telling them of the interesting places we shall visit. Towards the end we will prepare them for disembarkation, re-telling stories of the places visited and experiences. We ensure that they are happy and safe to move on to experiences new.
The following notes are useful to guide discussions about the content of lesson planning sheets. There are specific considerations necessary when planning for lessons involving ICT.
"Most trainees structure their lessons carefully and manage classes confidently. Trainees plan particularly well in history, ICT and RE. In a number of subjects, including geography, design and technology, science and English, the effectiveness of their teaching is sometimes reduced by a rigid adherence to the three-part lesson structure at the expense of the flexibility that could result in lessons being more varied and stimulating. The assessment of pupils’ work continues to be a relative weakness across subjects. Pupils’ work is marked regularly but some trainees have limited skills in assessing work at examination levels, including that associated with post-16 examinations." (OFSTED, 2003: 77)
OFSTED (2003) Annual Report of Her Majesty's Chief Inspector of Schools: Standards and Quality in Education 2002/03 London, England: OFSTED http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=3501 [visited 14/05/04]
learning objectives WALT
intended learning outcomes WILF
all/must most/should some/might be able to
reference to literacy, numeracy, ICT, Citizenship, PSHE, thinking skills,
differentiation is meeting the needs of identified* individuals and groups within the lesson
by specifiying alternative arrangements/curriculum/resources/strategies/interventions, etc.
including special educational needs: school action; school action plus; statemented; and
able and talented; behavioural considerations; etc.
The lesson planning process must reflect the requirements of the long and medium term plans (curriculum) and the needs of the pupils as revealed in the preceding lessons and assessments.
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OFSTED 2002 reported on the PGCE IT programme at the University of Southampton "As part of their course in the university, trainees have designed a lesson proforma that some then use in schools, but many adopt the proforma supplied by their placement school. This is sometimes part of the schools' own performance management systems. Where this happens, trainees are not using a proforma that is comprehensive enough for ITT and it can lead to some weak planning of learning outcome, teaching objectives, and sometimes scant reference to levels or National Curriculum programme of study. Some trainees recognised the limitations of this and had modified the proforma in their second placement."
More recently, OFSTED feedback indicated that we need to ensure that a specific lesson plan is produced by trainees for every lesson/group they teach. This will mean trainees producing lesson plans with more detail than would be expected of a qualified and experienced teacher. Trainees need sufficient detail in their lesson plans to be able to assess pupil progress against learning outcomes, and also to evaluate the learning / their teaching more effectively. For each lesson there needs to be a corresponding sequence of assessment of/for learning, evaluation of teaching and reflection.
A template is available above, all future lesson planning must address the items listed and be used for all teaching in phases 2 and 3 (School Placement 1). In phases 4 and 5 the template will be used until the trainee is considered to be sufficiently competent and confident in planning to be able to adopt a different approach. However any alternative approach must reflect all the lesson planning aspects identified in the template.
An additional feature of the lesson planning is a final section where the trainee should record informal observations made by other education professionals about their lesson. In this way mentors comments and advice will be recorded and kept within the trainee's own school file.
Be clear in your own mind what your bullet points are. Tease out the points by asking leading questions. Ask pupils to say what they did - but only ask successful and articulate pupils. It is of negative value if the pupils' contributions are misleading and lead to misconceptions. Celebrate pupils' work. Display your bullet points - do not rely entirely on the verbal mode.
From the basic to the most effective:
Do not rely upon the aural mode - pupils could also write, draw, discuss, reflect, debate... as part of this review process.
Metacognitive plenaries are described in Leading in Learning: developing thinking skills at Key Stage 3, DfES 0035-2005 G
It is crucial that pupils understand these expectations. Teachers can use: WALT: ‘We are learning to …’ WILF: ‘What I’m looking for …’ TIBs: ‘This is because …’ to help pupils organise their thinking in order to develop this understanding of the focus for learning within the lesson. (Described in Part 2: Approaches to learning and teaching in the mainstream classroom and Maximising progress: ensuring the attainment of pupils with SEN, DfES 0105-2005 G)plenary.pdf
Features of good lesson or short term planning
Remember, this is for a lesson or "unit" of work. It should be a logical unit with a clear start and end point. Where something completely new is started you need to start a new lesson or short term plan.
It must have…..
It should have…..
It may have…..