Planning and evaluating learningSession1

2. Promote good progress and outcomes by pupils

2b Be aware of pupils’ capabilities and their prior knowledge, and plan to build on these

4. Plan and teach well structured lessons4a Impart knowledge and develop understanding through effective use of lesson time4d Reflect systematically on the effectiveness of lessons and approaches to teaching

5. Adapt teaching to respond to the strengths and needs of all pupils5a Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively

6. Make accurate and productive use of assessment6c Use relevant data to monitor progress, set targets and plan subsequent lessons

Session 1 Why we plan Different types of planning What should be included in a lesson plan-

what might be in the ‘perfect’ lesson plan? Reviewing different planning formats Session 2 Setting up and managing the learning

environment Planning to meet the needs of all learners Reflecting on and evaluating lessons

• To allow us to think clearly and specifically about the type of learning

• To consider the structure, content and timing of session

• To reduce the amount of thinking we need to do whilst teaching the lesson

• To reflect on and prepare all resource materials

• To record what you have done and support future planning

• ( Jacques, Hayland, R- Professional Studies)

What you will teach- what you want the pupils to learn;

The most appropriate teaching style and classroom organisation;

The most effective method of assessment to monitor/evaluate learning;

How assessment/learning should be recorded;

If and how assessment should be reported back;

Reviewing and evaluating for future planning.

Planning typesWhat do you understand by long term,

medium term and short term plans?

• Covers whole school or key stage• Broad framework of curriculum provision for

each subject across the school• Specifies what is to be taught over

academic year- may specify units and any cross- curricular links

• Maps out curriculum to ensure statutory requirements are met; there is continuity and progression and balance and coherence for KS

School subject leaders and other staff members may be involved in creating long term plans;

School curriculum and subject policy will influence planning

National Curriculum documents, other curriculum guidelines

• Covers period of time such as term/unit of work

• School may have template to support planning format- may use schemes of work

• Gives more detail to long term plans re work covered in year groups to show progression

• Teachers involved in planning- sharing with subject leader

Detailed weekly/daily lesson plans What is to be taught specifically day to day

or over a teaching sequence Review/evaluation for future planning/next

steps

1. Know what they are looking for- outcome for learners, how do you or your students know they have achieved success?

2. Be present and in control right from the start- set up the learning environment

3. The starter that primes them for learning- first learning activity should stimulate, engage, challenge

4.Set objectives or learning outcomes :engage them in learning

5.The main lesson activity/activities. You need to:

understand and communicate your subject knowledge well;

plan for active ,collaborative learning make a choice of challenging activities

or approaches available Plan and use higher order questions

( which you don’t answer for them!) Use visual aids and practical activities

6. Dish up the DIRT...often! DIRT= Dedicated Improvement and Reflection Time ( learning process and progress)

7. Final Plenary/Review: how far did we get towards our objectives? Sum up learning outcomes- even if there is still work to be done- this will support ‘next steps’

Ensure that you have time to demonstrate progress in learning- pupils should also be able to identify and share their own progress

DIRT= Dedicated Improvement and Reflection Time through assessment as learning

Raise awareness of process and progress of learning ( What have you learned? How have you learned it? How far have you travelled towards the learning outcome?)

Use checkpoints in your lesson- be aware of how different groups have performed and what their next steps should be- pay special attention to those with particular needs

Mini-plenaries help you to gather evidence of how learning is progressing

• Note their key elements Note their key elements • Review similarities and differences- Review similarities and differences-

which features do you consider must be which features do you consider must be included to make an effective lesson included to make an effective lesson plan?plan?

What is the focus for the lesson? What do I want pupils to learn? What do I want them to understand and be

able to do at the end of this lesson? What do I want them to take away from this

particular lesson? How will the pupils know that they have

achieved the objective and have made progress in their learning? Describe the success criteria for different ability groups.

Draw and label a diagram to show the structure of the earth, name the layers and

sequence them into the correct

order (3)

Add to your diagram at least

one of the characteristics of each of the layers

so you can describe what it is like (4)

Choose 2 layers and compare and

contrast their characteristics

using key words and connectives

(5+).

Where do we

go next?

For maximum impact, For maximum impact, success criteria need to success criteria need to bebe::

known by teachers firstthe same for all -- differentiation by

supported activitygenerated by pupilsconstantly referred toused for self and peer assessmentbroken down into further criteria

linked with key skills for knowledge

.

London, in the Year of 1666. It was the middle of the summer and not a single drop of rain had fallen from the warm sky. At Pudding Lane in a small baker’s factory, an exhausted baker called Thomas Farynor, totally forgot to put his oven out and little sparks began to jump out of the hearth. Nobody noticed, they just kept on snoozing in their cosy beds on the hottest, driest night of the year.

Flames started to grow, naughty sparks joined them and the hungry fire grew and grew and spread very quickly through streets, eating its way from house to house until it was out of control.

Interesting start to hook reader in Retell events in order Factual information Descriptive detail to engage reader Include specific names Past tense Time connectives Sentence starts Non-negotiables- (transcriptional skills)

Review the Science lesson plan – note how the main objective is broken down into steps which link to success criteria

In pairs, discuss how this lesson plan compares with others you have reviewed.

This objective is from the statutory National Curriculum for English for Spoken Language for Years 1- 6

articulate and justify answers, arguments and opinions

ELG Communication and Language Development

ELG 01 Listening and attention: children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions

How would you use a quality text to support you in meeting the objective for your own phase? Focus on the learning breakdown and on how you would devise success criteria to understand whether the children had met this objective.