Developing A Lesson Plan - 2020

Developing a Lesson PlanIdentify elements that can make up asuccessful lesson.Design a lesson to meet the needs ofa specific group of learners.On your green post-it, describe yourgroup of students.Students

s)SportsCoaching(EGRFC)Vet. ths(Warwick)

My Students

Teaching vs Lecturing vs Giving a TalkWhy are you doing it?

SpeakerTalkAudience

AnswersActivitiesTeacherQuestions

Learning objectives vs outcomesObjectivesOutcomesWhat a student willHow the student couldlearn during the lesson.demonstrate theirlearning.‘Identify elements thatcan make up asuccessful lesson.’‘Design a lesson tomeet the needs of aspecific group oflearners.’

Your learning objectivesE.g. ‘Understand the concept of a RCT and howto critically appraise one’Write one on your first pink post-itStudentsLearningobjectives

Your learning outcomes How do you assess what your students havelearned? Is this idea of assessment common in yourteaching practice? If not, is there a reasonwhy not?If you can identify a learning outcome, write one onyour second pink post-itStudentsLearningobjectivesLearningoutcomes

Lesson structure – the hookWhat is going to engage yourstudents straight away? Is it something to thinkabout? Is it something they needto write? Is it something they needto discuss?

Lesson structure – the hookWith the person next to you, spend 2 minutesdiscussing your hook.Then write it on your first yellow post-it.Don’t forget to consideryour students and yourlearning mesHook

Lesson structure – ‘the middle bit’The main content of yourlesson.Vary activities if possible.Depends on how you liketo teach and youraudience.Lots of considerations here!

Lesson structure – ‘the middle bit’5-10mins5-10minsHookPlenary

Some considerations VariationChallengeDifferentiationImprovisationBe thinking – how can youdevelop activities thatstretch, challenge, supportand engage your students?

VariationVarying activities allows learners to engage inthe material in different ways. Q&A Discussion (pairs, groups, whole class) Critical reading Analysis Summarising Practical planning Debate Role play

Frankly, there’sno chanceChallenge:I could do thiswith some help“Zone ofProximalDevelopment”Vygotsky 1930I’ve gotthis

DifferentiationWhat might preventstudents fromaccessing a task? Adjustment of teaching to meet student needs Allowing all to learn effectively Accounting for differences in prior knowledge & understanding

(some) Ways to support students Modeling– Running through an example yourself in front ofthe group, before asking them to try it themselves Worked examples– Providing samples of pre-completed tasks forthem to compare their own work against Scaffolding– Giving structured steps for students to complete –breaking a task down into manageable chunks

Improvisation

Ideas about contentConsider your students and your learningobjective(s).On your orange post-its, briefly describe twoactivities that could help your students tounderstand your esHook2 x Maincontent

Lesson structure – the plenaryPlenarius completeWrapping up Summarise the lesson Refer back to the learning objective How do they know what they know? How do you know what they know?

Lesson structure – the plenaryWith the person next to you, spend 2 minutesdiscussing an idea for your plenary.Then write it on your second yellow Hook2 x MaincontentPlenary

“I want them tocome out with abasic lessonstructure for theirown context”Lots of post-its.InteractivityFocus on theirstudents.Time for thinkingWhat can I drop?

PlenaryYou should have several post-its with ok2 x MaincontentPlenarySpend 2 minutes telling someone else aboutyour plan, then swap over.

When the lessontakes forever to getto the point.Lots of copyingfrom slides.Teachers who justread straight offtheir PowerPoint!When theteacherspends thelesson talkingand thestudents justhave to listen.Sitting in silencedoing questions orreading thetextbook andmaking notes on it.

Competition,especiallyworking inteams ities wherestudents canparticipate, also alesson whereinformation ispresented indifferent ways.When the teacher is actuallyinterested in what they aretelling you so they tell youmore than you need to knowso you understand itproperly – but then give youprinted notes or time towrite down the vital bits.

Developing a Lesson Plan Identify elements that can make up a successful lesson. Design a lesson to meet the needs of a specific group of learners. . write down the vital bits. Activities where students can participate, also a lesson where information is presented in different ways. Title: Developing a Lesson Plan