- Print off a copy of the specification.
- Print the spreadsheet of pupil’s prior attainment.
- Read the section of the specification that you’re delivering including the learning points preceding and proceeding. identify what has been covered sufficiently.
- *Important* Write down all the things as an educator, subject specialist/undergraduate level and a human being you feel will be of value.
- You should now have 10-20 ‘objectives’ on the pages. Identify the objectives already covered.
6. Work out which objectives you’re going to teach in your lesson and how that fits in with the everything on the page.
7. *Important*. Actually, produce what you want *all* of your pupils to be able to produce at the end of the lesson. If that’s a DT graph, draw the graph, if it’s an argument for and against a point, write down examples of both.
Here I want pupils to be able to label the axis (with units) and draw a 3 part graph. However, in drawing the last graph and needing to cover the other two objectives. I redraw my graph.
Finally, a unit analysis.
8. Now and only now do you start thinking about the tasks involved.
Which types of tasks/activities will lead them to the end product? How do you support, within the tasks, what will all the pupils need to produce what you’ve just produced? (This will form the foundations of your activities and your differentiation).
An example I would use would include an entity that moves forward and then backwards to their origin.
I have used the above video, where a footballer races a car. This has enabled me to model mathematically with the pupils, write predication and conclusions, etc. I am at this stage aware I’m using a cis, hetero, middle-class male as an example of success. This is fine, I notice, keep this in my head and use more diverse examples in future lessons.
10. To make your lesson inspiring I also try to incorporate the S.E.R.V.E method (see blog).
Relative to the audience
Value and Worth
11. Plan to address all pupils in the lesson (or series of lessons). Plan some example questions and who you will aim these questions too. As you become more experienced this becomes more organic. I still keep a log (a dot next to their names on the register) of interactions to ensure I interact with everyone.
12. For me, I start with a zip test (see blog), this not only utilises retrieval practice but allow the teacher to assess confidence and prior knowledge.
13. Then I use my expertise in gathering data, by data I mean the ‘what worked well with who’. This is dependent on the group, certain nuances will mean certain things will be more efficient than others. i.e. ‘Johny hates being asked to speak in front of the class’ and ‘being aware of Seema she takes over the learning in ‘collaborative activities’. If it’s your first lesson, obviously go with a more generic approach.
14. Then teach a section (which leads to the outcome). The content or the method of delivery is of no real consequence make sure you use the data from step 15.
15. Assess what each pupil has picked up. Try different methods, some are really fickle thumbs up/down (still have some value), others such as peer assessment of exam questions in other context are less so, never underestimate the value of your interactions in your walk around.
16. If there are pupils who have not picked up the necessary. ACT
This action could be as small as moving a pupil to another pupil, who you know has a grasp of the subject to giving pupils a further task; and Reteach that aspect of the lesson. (Ensure the reteach is different to the original)
17. Repeat the above until all pupils can produce your product.
18. Your pupils have gone, now to the marking their books. This should be easier as you’re only marking for your objectives. Has the pupil shown you that they have picked up those objectives? if so extend them with another task, if not, give them the means to access it and reassess.
I have various resources I have used around this type of lesson. As always if you would like a copy, comment and get in touch.