Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Planning a Lesson
Transcript of Planning a Lesson
Don't make writing outcomes tedious, trivial, time-consuming, or mechanical.
Keep them simple, unambiguous, and clearly focused as a guide to learning.
Use Action Verbs
Did you ensure all learners' needs are addressed - differentiation, Learning styles (VARK)
What action verbs have you used today?
Are your Learning Outcomes SMART?
Sample Action Verbs
assess, compare, rate, critique
compute, discuss, explain, predict
analyze, design, select, utilize
compile, create, plan, revise
list, describe, recite, write
I love lesson planning
Make a link with the previous lesson - recap
The purpose of today's lesson is made clear
Read out the objectives and explain them if students
Consider the starting activity with care - do you need
to start with a.....
The BEM ( beginning – end – middle ) principle states that we learn more at
of a lesson than we do in the middle.
The view is that the first
and the last
of a lesson are the best for concentration and we lose concentration in the middle.
That is why many teachers prepare their lessons in
, to achieve
maximum concentration from their learners.
Some practitioners believe that a person’s concentration span is
in excess of their chronological age, therefore a 16 year old’s
concentration span is
This period of concentration
peaks at the age of 20 years
therefore no one can really concentrate on one activity
for longer than 22 minutes.
People can concentrate for longer periods of
time if they are
This theory of the concentration span is
connected to the
Opening A Lesson
Middle of Lesson
To recognise the importance of frequent safety inspections
Students will be able to:
List the main checks made during a safety inspection
State the main dangers to H&S in a ....
Recognise and correct the improper use of a ......
To gain an appreciation of Wilfred Owen's poem 'Insensibility'
Students will be able to:
Express a personal opinion of the meaning of the poem
Write a personal evaluation of the poem
Critically appraise an appreciation of the poem written by another
The objectives are used to generate specific learning outcomes:
Direct them to the objectives for today's lesson content which should be on display to
Use your post-its to jot down some points of what should be incorporated into the beginning of a lesson
Can you think of interesting ways to do this?
Use your post-its to jot down some points of what should be happening at this point of your lesson
Can you think of an interesting _________?
When you have planned what the lesson objectives are then decide
you are going to teach these objectives and what activities you are going to use:
These are called
Are your activities motivating?
Do they develop important skills?
Have you chosen active methods where possible?
How do you check their learning?
What method have you chosen to Assess the Learning?
Did you use appropriate assessment - can you measure your LO's?
Did you have a plan for questioning?
(The skill used by most teachers)
Did your assessment/questioning challenge all learners?
Did you give them something to think about for the next class: homework, challenges, questions?
Purpose of Assessment
Assessment serves many different purposes:
contribute to the evidence on the effectiveness of courses and teachers
provide a long-term goal for learners
help to select candidates for jobs or future courses
grade the attainment of learners
Purpose of Assessment
Main use of assessment for teachers is the ongoing or:
Initial or diagnostic assessment have similar 'formative' roles - carried out at the beginning or a course
pinpoint difficulties so that remedial action can be taken
used throughout the course to form judgements on whether and to what extent learning has been successful
Add realistic timings to your lesson. Most activities will take much longer than you expect.
Review your learning outcomes
Set the scene for the next lesson
Say good bye ..... thank them for their participation in the lesson today
Always end on time
Give approximately 10 minutes to close the lesson
Reflect on the lesson with the group or if necessary individuals
Experience is not enough to guarantee learning.. there must be reflection on this experience
Each lesson should be evaluated
Only people who reflect on, and learn from, past successes and failures are able to improve.
Either way you
will fail to learn adequately from experience and will not improve
If you are too self critical you will lose confidence and fail to experiment
If you are too self confident you will think improvement unnecessary
'Only the mediocre are always at their best'
A good fast-finisher activity should be:
- that it should imply some kind of extension activity which allows stronger pupils to learn more.
- that it is connected with the topic being studied or as a revision of something already studied.
- that it suits the linguistic, as well as cognitive level of the learners.
- that it can be done without taking up too much teacher-time.
- that it can be finished quickly and is easy to check.
- that it does not disturb the rest of the group.
- that the activity will work for individuals or for pairs.
- that it will not be seen as an onerous "punishment".
Why not consider Peer to Peer Learning?
To avoid this
Students who finish first should not have to wait until the others 'catch up'
After completing the training, the participants will be able to develop an effective lesson plan incorporating all essential aspects
After completing the training the participants will be able to generate ideas and plans for writing lessons
Participants will be able to demonstrate understanding by correctly completing the exercises during the training