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Lesson Planning DCU
Transcript of Lesson Planning DCU
Junior Cycle Reform: Where is our current understanding?
the purpose of a lesson plan is...
A Guide to
structure the lesson
organise its contents/materials
determine method of its delivery
assess students’ learning
evaluate its application/effectiveness
Five LEVELS OF PLANNING
SCHEMEs OF WORK (sow)
The key elements of a lesson PLAN
Curriculum Learning Outcomes
Assessment [Formative and/or Summative]
There will be a range of assessment approaches to complement learning:
Ongoing assessments, including routine teacher-designed tasks & tests
One or two Classroom-Based Assessment tasks in short courses
Ongoing assessment for students undertaking priority learning units at Level 2
Structured Classroom-Based Assessments for subjects conducted in 2nd & 3rd year
A written Assessment Task for subjects that will be based on the 2nd Classroom-Based Assessment & will be submitted to the SEC for marking along with the state-certified examination
An externally assessed, state-certified examination for subjects at the end of 3rd year
Specific arrangements for 'practical' subjects
Set and assessed by the State Examination Commission
Will be 2 hours long
Based on learning outcomes
Happens in June
Will include the Assessment Task
Will be reported using grades
Appeal system remains the same
Collection of the Student's Texts
- Completed in school
- After the 2nd classroom based assessment
- Taken at a common level
- Kept by the school and placed alongside Final Assessment paper.
- Assessed by the State Examinations Commission (SEC)
End of 2nd Year - Spring 2016
(extended to the first term in 2016 only)
choose a topic or issue
that is of
interest or importance to them
carry out an exploration
for the study of
a range of oral presentation styles
with classmates and others
leads to the
individual’s oral communication
of findings for summative assessment
main learning outcomes
to be assessed through oral communication are:
1, 5, 7, 9, 13
Collection Of Student Texts
To be completed by: end term 1 3rd Year
Creative writing is a
of English, but students are
not ‘born’ writers
They need to
develop a voice
, a good
sense of audience
, and an awareness of the
process of writing
This is best done
supportive feedback and scaffolding
from the teacher
This assessment task offers students a chance to
celebrate their achievements as creators of texts
compiling a collection
of their texts
variety of genres over time
a number of pieces
to present for summative assessment.
to be assessed through the collection of the student’s texts are:
1, 2, 3, 4, 6, 8, 9, 11
p 17 Spec
For example: Assessment in Junior Cycle English
(Specification pg. 19)
Booklet pg. 32
Profile of Achievement
(including Assessment Task)
Classroom-Based Assessments in subject and short courses
Other areas of learning
Level 2 Learning Programmes
Each school should use the Framework to plan a programme for the three years of junior cycle that meets the requirements set out in this circular, is informed by the particular learning needs and interests of the students, and reflects the characteristic spirit of the school. The programme planned for students entering junior cycle in 2016/2017 should be available for students and parents/guardians before the end of the current school year.
DES Circular 0024/2016
Road Map for Junior Cycle R.E.
NCCA Background Paper - to be published for consultation
Autumn 2017 - Spring 2018:
Development Group for R.E develop a draft specification for junior cycle R.E. & a period of consultation takes place
Final specification will be published
CPD for junior cycle R.E. will commence
First year students will commence new J.C. R.E. course
We are learning to:
1. Daily planning
2. Weekly planning -
Teachers: individually as well as in groups
3. Unit/SOW planning -
Teachers: individually as well as in groups
4. Term planning -
5. Yearly planning -
Further integration of formative assessment as a normal part of teaching and learning in classrooms
This document explains the terms used in the lesson plan template.
Much of the terminology used is drawn from current NCCA documents including the Framework for Junior Cycle.
The NCCA have created a series of resources entitled 'Focus on Learning' which provide clear examples of the terminology: http://www.juniorcycle.ie/Assessment/Focus-on-Learning
understand the process of lesson planning & the Planning Guidelines
value the purpose of a lesson plan
understand the key elements of a lesson plan
be able to apply a skill that will help to define you as a teacher
understand the concept of thinking of a lesson plan as a way of communicating
Purpose of a lesson plan
What do I want my students to know, understand, and be able to do at the end of the lesson/topic/scheme of work?
Before you plan anything ask yourself a key question:
Curriculum Learning Outcomes
These are the learning outcomes contained in the curriculum specifications. They describe the understanding, skills and values students should be able to demonstrate after a period of learning or number of lessons.
Junior Cycle English, Science & Business Studies have new Specifications with a selection of learning outcomes.
MFL, Gaeilge & Art will have new Specifications for 2017.
All subjects at Junior Cycle will be based around learning outcomes from 2019.
See www.juniorcycle.ie & www.curriculumonline.ie
If you are teaching a TY module you should refer to the subject department plan or the learning outcomes you have created for this TY module.
Learning intentions are statements that describe the learning activities/tasks that a lesson or series of lessons will focus on. Learning intentions help students to
• identify new learning
• focus on the skills, knowledge and attitudes to be learned
They are frequently linked to one or more learning outcome.
Clear learning intentions should help students focus not just on the task and activity but also on the learning.
a list of what you will do in the lesson(s)
We are learning to... (WALT)
1. Identify what students will be learning
(We are learning to…)
2. Explain the reason for the learning
(This is because…)
3. Share and where appropriate, negotiate the learning and the reason with students at the beginning of the lesson or activity
4. Are presented in language that students can understand
5. Are revisited throughout the activity/lesson
are effective when they...
Activity is the
Intention is the
Bake a cake
What could the learning
Use weighing scales
Understand the principle of chemical raising agents
Develop a sense of self-belief in our ability to make a cake
Be safe in the kitchen
These are linked to the learning intentions.
They are developed by the teacher and/or the student and describe what success looks like.
They help the teacher and the student to make judgements about the quality of student learning
Students and teachers make judgements on the quality of student work by viewing evidence of learning against success criteria.
‘If learners are to take more responsibility for their own learning, then they need to know what they are going to learn, how they will recognise when they have succeeded and why they should learn it in the first place.’
(An Introduction to AfL, Learning Unlimited, 2004)
Why are learning intentions and success criteria important?
'What' and 'Why'
‘How to recognise success’
Criteria for success …
are linked to the learning intentions
are specific to an activity/task
are discussed and agreed with students prior to undertaking the activity/task
provide a scaffold and focus for students while engaged in the activity/task
are used as the basis for feedback, peer-assessment and self-assessment.
Junior cycle english
So, to take more responsibility for their own learning, students need to know:
what they are going to learn
how they will recognise when they have succeeded
why they should learn it in the first place
There should be an alignment between the;
Curriculum Learning Outcomes
A. Text Books / E books
B. Supplementary Materials:
1. Teacher’s book
2. Work book
3. Online supports eg. TES, ScoilNet
1. Audio Materials
2. Visual materials
3. Audio-visual materials
4. Multi media
Presentation – (Teacher’s Input:
) Brainstorming / Discussion
Practice (Students Output:
) – CW. Oral / Written
Assessment – Peer / Self / Test / Worksheets
Any teaching Item has three stages
Making sure the concept is absolutely clear to your students
Model / explicitly teach each example of the item
Presentation of the Items Involves:
Practice of the Teaching Item Involves:
Repetition / drilling
Dialogue / discussion
Production of the Teaching Item Involves:
Games / dialogue etc
rather than by
(unless a student has a very particular need) This will place less of a burden on you.
Speak simply and clearly at all times
Repeat everything a number of times
Use simple clear language when asking questions & when producing notes/worksheets/tests
Graded Learning Intentions will also help eg, all, most, some
How will you scaffold the learning of your pupils?
EVALUATION OF LESSON
When describing these areas please consider the following
An evaluation of the success or otherwise of the learning intentions and success criteria
An evaluation of the success or otherwise of the methodologies employed
An evaluation of the effectiveness of the resources employed
A clear indication and explanation of the extent to which learning did/did not take place
Specific consequences of the above for the teaching of future lesson(s)
able to plan lessons in line with the Planning Guidelines & Template
confident in your understanding of lesson planning
You will be:
List areas of Achievement
List areas for Development
Students must now use the one scheme of work and lesson planning template provided.
They are required to prepare a lesson plan for every lesson taught & a scheme of work must be completed where more than 3 lessons are required to cover a topic.
A map for a topic which groups all lessons for a particular topic together.
A lesson by lesson plan with details of curriculum learning outcomes, learning intentions, success criteria, methods, resources and content.
A scheme of work is a very useful tool for planning individual lessons.
Has learning taken place?
Describe how you will determine the extent to which students have attained the learning outcome(s).
Formative Assessment: Key Elements
Sharing Learning Intentions and Success Criteria
Self-assessment - Students as owners of their own learning
Peer Assessment - Students as Instructional resources for each other
Class written work
[Formative and/or summative]