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Plan your lesson not so much with teaching in mind, but with learning being
the first and foremost consideration.
Choose and define your overall aim then think about three things:
3. Learning outcomes – so you know exactly what the pupils will learn
in terms of knowledge, understanding and skills.
Warmer
Objectives
Objectives should ideally be written on the board in the upper left-hand visual
field.
Learning outcomes
These are not synonymous with objectives. Learning outcomes are defined in
terms of what all pupils, most pupils and some pupils will have learned by the
end of the lesson. All pupils will be expected to achieve all objectives. The
differences will lie in the amount of learning (=differentiated learning
outcomes) that each pupil will be able to attach to each of the objectives.
Stick these lists of activities on the wall above your desk or in your lesson
plans file. You need to be able to consult these quickly to make sure you
keep using the full variety of techniques you know and don’t get stuck in a rut
using just the ones that are your favourites.
Resources – know the textbook well and be aware of all the supplementary
materials that your department and the library has to offer. Spend time
getting to know what exists already to avoid time wasted reinventing the
wheel. There should be a departmental list of supplementary resources.
A clear shape to a lesson makes life much easier for you and the pupils.
There are three clearly identifiable stages:
Different learning styles: visual, auditory, kinaesthetic (VAK) – see NJF for
more information. You need to include elements in the lesson which are
going to appeal to all these three learning styles.
See it
Hear it
Say it
Do it
Pupils should get the opportunity to use their own personal amalgam of VAK
learning styles and
Summary
Aim + 3 objectives
Presentation techniques + Practice activities + Resources
Warmer Body of lesson Plenary
Homework
NJF
28.08.06