YEAR 3 / 4
Lesson Plans
each step. Having repeated the demonstration twice, get
the children to take it in turns with their partner, one
sewing while the other watches. Tell the observer that
they mustn’t say anything to their partner but they will
be asked to describe what their partner did.
After a few minutes, stop the children and select two or
three of them to describe what their partner did. Ask
their partner to describe how they felt while they were
doing it.82
Context
ReflectED lessons teach children about the skills of
metacognition (being aware of how they learn) and how
to apply those skills in the classroom. In order to be able
to think about how they learn a new skill and acquire
new knowledge, it is important to begin by giving all the
children the opportunity to learn something new
together and analyse the process of learning as a class. In
this lesson, all the children will be learning a new skill
(sewing). In each of the lessons in the series they will
experience a different way to learn the skill and start to
think about the usefulness of each approach.
Classroom Organisation
The children will need to be in mixed ability pairs, chosen
by the class teacher, for all the ReflectED lessons. They
should stay with the same partner for half a term, at
which point the class teacher will allocate new partners.
In this lesson the children are going to have their first
attempt at sewing. In order to help this, it would be
useful to have all the needles threaded before the start
of the lesson and squares of felt already cut for them.
Lesson Structure
Tell a story relating to your own personal experience of
learning something new. This is a useful way to introduce
the lesson to the children. Describe how you felt when
learning to drive or learning a new language, for example.
Explain that the skill we will be learning is to sew.
Without any instruction, give out the equipment and tell
the children they can start sewing. Give the children a
couple of minutes and then stop them. Ask them the
following questions: What are their reactions to this task?
How are they feeling at the moment? Make a note of the
words or phrases that the children come up with.
Explain that no skill can be successfully acquired without
learning it first. Ask the children to suggest ways in which
they think they can learn new skills. They may suggest:
watching a video, teacher demonstration, peer tutoring,
reading instructions or practising.
Explain that today, they will be learning by watching ‘an
expert’ demonstrate. Demonstrate a simple running stitch
first, then again step-by-step with the children following
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 1
YEAR 3/4 Autumn Term: Lesson 1Lesson length: 30 minutes “Thinking about whatour brains are doing is
called metacognition”
83
Explain to the children that it is good for us to
understand what it feels like to learn something new. If
we do this, we can learn about how we are learning.
Thinking about what our brains are doing is called
metacognition. Thinking about how we’ve learnt is also
called ‘reflecting’.
Explain that the children will be keeping a ‘learning
diary’ where they will record their reflections. If we can
understand better how we learn, we can get better at
learning.
All the children must now write a simple reflection using
Reflection Sheet 1 about how they felt. The teacher
should model what this looks like, for example: “I felt
anxious about this lesson as it is something new for me
that I have not taught before. I am also excited to see
how the children progress and how this will affect their
learning”.
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 1
“How do you learn anew skill or acquire new
knowledge?”K Tasks for the Week
During the week introduce to the children the concept of ‘getting to know themselves as learners’. How do they
respond when faced with a challenge? What do they do when they are stuck? When do they feel happy when learning?
Make sure that your maths plan for next week includes a ‘Reflection Point’. This will be a time when you pause the
lesson and ask the children to reflect on their learning. How are they feeling? What do they need to do next? Is
anything getting in the way of their learning? Ask the children to write the reflection on Reflection Sheet 1 (putting
‘maths’ in the first tag box) and stick it in their maths books, ready to upload to Evernote in a future lesson.
1 Resources
A needle and thread for each child.
A piece of fabric, such as felt, for each child.
Copy of Reflection Sheet 1 for each child.
n Put children in mixed ability pairs
n Tell your story
n Demonstrate sewing
LESSON CHECKLIST
n Try the new skill
n Describe feelings
n Teach the skill
n Practise with partner watching
n Feedback to class
n Reflect on lesson
84
Context
ReflectED lessons teach children about the skills of
metacognition (being aware of how they learn) and how
to apply those skills in the classroom. In this set of lessons,
the children are learning a new skill and thinking about
the process of learning. Last week, the children started to
learn how to sew by watching the teacher demonstrate.
This week they will watch the teacher demonstrate again
(or watch a video) but have more time to practise. They
will also have time to think about how they feel when
they learn something and to be comfortable with these
feelings.
Classroom Organisation
The children will need to be in mixed ability pairs, chosen
by the class teacher, for all the ReflectED lessons. They
should stay with the same partner for half a term, at
which point the class teacher will allocate new partners.
In this lesson the children are going to have their first
attempt at sewing. In order to help this, it would be
useful to have all the needles threaded before the start
of the lesson and squares of felt already cut for them.
Lesson Structure
Explain that today we are all going to have another go at
sewing, but first there will be another demonstration to
remind them of what they have to do. Show the children
how to do a basic running stitch, or if you prefer, you can
show them a video. (For a link to this video, click here
www.youtube.com/watch?v=k6657ZhHWgI or visit the
ReflectED website (www.reflectedlearning.org.uk).
Get the children to practise, playing the video
continuously. Whilst the children are practising, make
sure you observe how they are reacting to the process of
learning something, but try not to intervene. Make a
note of their reactions and, if you can, take photos to
share with the class – but remember to ask the children’s
permission to do so. If children are getting upset (as they
may well do) talk them through how they are feeling.
After five or ten minutes stop the children for a ‘progress
check’. Ask them to tell their ReflectED partner how they
are getting on and how they are feeling. Make sure that
both partners have the chance to talk.
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 2
YEAR 3/4 Autumn Term: Lesson 2Lesson length: 30 minutes “How do you feel whenyou learn something new
and are you comfortable
with those feelings?”
85
As a whole class ask the children to share words they
have used to describe how they are feeling. Write these
words on the board. Share with the children things that
you observed whilst they were sewing.
Discuss how these feelings are not grouped into negative
and positive or good and bad.
Tell the children that when we’re learning something
new, we often feel exasperated, frustrated, anxious,
hopeless, exhausted, and disheartened. We often feel
these emotions when we’re trying to learn something
new and are failing- but that is what happens with
learning. When we learn, we struggle, and struggle can
feel frustrating.
Ask the children to record how they’re feeling and why,
using Reflection Sheet 1.
The children can continue sewing for another 10 – 15
minutes.
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 2
K Tasks for the Week
During the week introduce to the children the concept of ‘getting to know themselves as learners’. How do they
respond when faced with a challenge? What do they do when they are stuck? When do they feel happy when
learning?
Make sure that your maths plan for next week includes a Reflection Point. This will be a time when you pause the
lesson and ask the children to reflect on their learning. How are they feeling? What do they need to do next? Is
anything getting in the way of their learning? Ask the children to write the reflection on Reflection Sheet 1 (putting
‘maths’ in the first tag box) and stick it in their maths books, ready to upload to Evernote in a future lesson.
1 Resources
A needle and thread for each child.
A piece of fabric, such as felt, for each child.
Copy of Reflection Sheet 1 for each child.
Make sure you have access to a video clip showing how to do a simple running stitch, for example:
www.youtube.com/watch?v=k6657ZhHWgI (see above)
Watch the video first to make sure it is suitable and useful.
n Put children in mixed ability pairs
n Show the video
n Children practise the new skill
n Teacher observes children and makes notes/takes photos
n Make a collection of words to describe their emotions
n Children write a reflection
n Children continue to practise
LESSON CHECKLIST
86
Context
ReflectED lessons teach children about the skills of
metacognition (being aware of how they learn) and how
to apply those skills in the classroom. In this set of lessons,
the children are learning a new skill and thinking about
the process of learning. They are also applying this
knowledge about learning to other lessons. This week
the children will use each other as a learning resource.
Classroom Organisation
Make sure that the children are in their ReflectED pairs.
During this lesson one partner will watch the other and
give feedback. They will highlight where mistakes are
being made and suggest how their partner could
overcome these. They will also offer praise and
encouragement. Each partner will get to be the coach.
Find a random way to select which child will coach first, for
example: the child with the longest hair will coach first.
Lesson Structure
Explain to the children that it’s very normal to feel
frustrated and disheartened when learning a new skill –
in fact it’s an important part of the learning process. The
important thing is what you do next. If you feel
disheartened and give up, then you won’t progress: but if
you just notice you feel disheartened and then think
about what you can do to improve, this will help you
progress.
However, if you are making the same mistake over and
over again, then practice isn’t enough on its own.
When learning something new, we need to notice which
parts we’re struggling with, and make the necessary
adjustment, or change. Very often we need help to do
this and that is what coaching is. Tell the children that
today they are going to coach each other to help them
notice where they are making mistakes, and make
suggestions to improve.
In order to be good coaches for each other we need to
know what the specific skills are that we need to master
in order to sew. How do we break down the sewing
process?
Show the children a list of ‘success criteria’ for sewing
(below are some suggestions):
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 3
YEAR 3/4 Autumn Term: Lesson 3Lesson length: 30 minutes “ It’s very normal to feelfrustrated and disheartened
when learning a new
skill”
l Tie a knot in the end of the thread
l Keep the stitch holes the same distance from the edge
of the material
l Make the length of the stitches the same on both sides
l Don’t stick the needle in yourself
l Don’t lose the end of the thread
The children now work in pairs, one sewing whilst the
other watches. The coach should watch to see where
their partner is making mistakes and help them to correct
87
those mistakes. They should also praise when they do
something correctly.
After five to ten minutes, swap over so that the coach
practises sewing and the other child coaches.
Ask each child to complete a reflection about the lesson
using Reflection Sheet 1. They should write about how
having a coach and clear success criteria helped them.
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 3
“When learningsomething new we need to
notice which parts we’re
struggling with”K Tasks for the Week
Make sure that your maths plan for next week includes two Reflection Points. This will be a time when you pause the
lesson and ask the children to reflect on their learning. How are they feeling? What do they need to do next? Is
anything getting in the way of their learning? Ask the children to write the reflection on Reflection Sheet 1 (putting
‘maths’ in the first tag box) and stick it in their maths books, ready to upload to Evernote in a future lesson.
1 Resources
A needle and thread for each child.
A piece of fabric, such as felt, for each child.
Copy of Reflection Sheet 1 for each child.
Make sure you have access to a video clip showing how to do a simple running stitch, for example:
www.youtube.com/watch?v=k6657ZhHWgI
Watch the video first to make sure it is suitable and useful.
n Put children in ReflectED pairs
n Discuss what a coach is
n Share success criteria for sewing
n One child practises new skill whilst other child coaches
n Swap roles
n Complete Reflection Sheet 1
LESSON CHECKLIST
88
Context
ReflectED lessons teach children about the skills of
metacognition (being aware of how they learn) and how
to apply those skills in the classroom. In this set of lessons,
they are learning a new skill and thinking about the
process of learning. Over the last three weeks, the
children have learnt how to sew. They have watched
demonstrations, practised, coached each other and used
success criteria to help them understand what they need
to improve or are doing well. This is the last sewing
lesson, so this week they will reflect on how they are
feeling at the end of learning something new and what
they now know about themselves as a learner.
Classroom Organisation
Make sure that the children are in their ReflectED pairs.
Lesson Structure
Tell the children that so far they have used four different
learning strategies to learn how to sew. In their pairs, ask
the children to think of what those four learning
strategies are. When they have written four learning
strategies on their whiteboards, show the strategies
below and see if they thought of the same ones.
1. Demonstration from an expert
2. Practice
3. Understanding what we need to work on. Also called
success criteria
4. Support and coaching from someone
If the children have thought of any other strategies,
discuss them as a class.
Tell the children that they are about to have their last
sewing session. They will be able to take home their piece
of fabric decorated with their sewing.
Before the children start sewing, show them the emotion
pictures. These pictures can be found on the ReflectED
website. Explain to the children that sometimes using an
image can help them to explain how they feel. Ask them
to choose one picture that best describes how they feel
about learning to sew. Get them to tell their partner
which picture they have chosen and why. Make sure that
both children get the chance to talk.
Get the children to practise their sewing for five or ten
minutes. Then ask the children to tell their partner how
they behave as a learner. Model some possible answers,
such as: “I think that I am better at learning when I get
lots of time to practise”, “I think that I give up too easily
when I am learning something new”, and “I like learning
something new but I get distracted and don’t listen when
someone is helping me”. Ask the children to complete
Reflection Sheet 1, remembering to use their choice of
image to help them, and to write about what they now
know about themselves as a learner.
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 4
YEAR 3/4 Autumn Term: Lesson 4Lesson length: 20 minutes “Sometimes a picture canhelp us to explain how we
feel”
89
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 4
“What do you knowabout how you learn?”K Tasks for the Week
Make sure that your maths plan for next week includes two Reflection Points. This will be a time when you pause the
lesson and ask the children to reflect on their learning. How are they feeling? What do they need to do next? Is
anything getting in the way of their learning? Ask the children to write the reflection on Reflection Sheet 1 (putting
‘maths’ in the first tag box) and stick it in their maths books, ready to upload to Evernote in a future lesson.
Make sure that you are familiar with Evernote and that children have their own Evernote folder. There is an instruction
video on the ReflectED website to help you do this.
1 Resources
A needle and thread for each child.
A piece of fabric, such as felt, for each child.
Download the emotion pictures from the ReflectED website.
Copy of Reflection Sheet 1 for each child.
n Children work in ReflectED pairs to think of the four learning strategies used so far
n Show strategies and discuss as a class
n Show emotion pictures
n Children choose one picture and tell their partner why
n Practise sewing
n Children tell their partner what they know about themselves as a learner
n Complete Reflection Sheet 1
LESSON CHECKLIST
90
Context
ReflectED lessons teach children about the skills of
metacognition (being aware of how they learn) and how
to apply those skills in the classroom. A vital part of this
project is for the children not only to reflect on their
learning but also to store their reflections digitally so that
they can look back on them in the future. This section of
lessons explains why and how to use Evernote (the digital
storage facility).
Classroom Organisation
Make sure that the children are in their ReflectED pairs. It
will be helpful to have as many devices as possible so that
children can access Evernote in their pairs.
Lesson Structure
Show the class the desktop version of Evernote. Show the
class that they all have their own named folders where
they will be able to store their own reflections on their
learning and look back at them whenever they want to.
Using the ReflectED website (www.reflectedlearning.org.uk)
show them the ‘Adding a Photo’ instruction video.
In pairs, the children should now take a photo of
themselves and write a brief description of themselves. If
the children have time they can also photograph their
reflection sheets from the previous lessons and upload
them into their folder.
Using the ReflectED website (www.reflectedlearning.org.uk)
show the children the ‘Making an Audio Recording’
instruction video.
In pairs, the children should make a brief audio recording
of what they have learnt in this session.
At the end of the session show the class how the
Evernote desktop has changed. There will now be a
number next to each folder showing the number of
reflections they have made. Highlight any children who
have not yet managed to upload their paper reflections.
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 5
YEAR 3/4 Autumn Term: Lesson 5Lesson length: 30 minutes “Computers are adept athandling data on a grand
scale”
91
Ask if any children would be willing to share their
reflections and show those them for the class to see. If
you have seen any good examples that you would like to
share as good models for future reflections, show them
now.
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 5
“Computers allow us tosearch and review huge
amounts of data in new
and evermore meaningful
ways”K Tasks for the Week
Make sure that your maths plan for the following week includes at least two ‘Reflection Points’. These will be times
when you will ask the children to reflect on their learning in the same way as they did in the ReflectED lesson, and
complete a Reflection Sheet 1 and upload it to their Evernote folder.
If possible give the children coaching opportunities during the week. It could be something really simple like hearing
each other read, or it could be the chance to explain a methodology to each other in maths.
1 Resources
Every child will need a copy of Reflection Sheet 1.
It will be helpful to have as many iPads, laptops or Netbooks as possible for this lesson.
Download the instruction videos ‘Adding a Photo’ and ‘Making an Audio Recording’.
n Show desktop version of Evernote with their folders to class
n Show 'Adding a Photo' instruction video
n In pairs, children take photo of each other in Evernote folder
n Children write brief description of themselves
n Show 'Making an Audio Recording' instruction video
n In pairs make audio recording
n Show desktop Evernote and discuss changes
LESSON CHECKLIST
92
Context
ReflectED lessons teach children about the skills of
metacognition (being aware of how they learn) and how
to apply those skills in the classroom.
One of the important aspects of the Evernote digital
storage program is that children and teachers can search
their work using a system of tags. Not only does this
allow us to search quickly by subject and topic, it also
allows the children to assign a performance tag to their
work as well as an emotion tag, which further deepens
their thinking about learning.
Classroom Organisation
This is the final ReflectED lesson for this half term. Make
sure that the children are in their ReflectED pairs. This is
the last time that they will work together in these pairs
as they will be put into new mixed ability pairs next half
term. Make sure that at the end of the lesson each
partner thanks the other and says what they have
enjoyed about working together.
Lesson Structure
Ask the children to work in pairs and to sort the
following things into groups on their whiteboards or on
a piece of paper:
Dog, goldfish, shark, fox, clown fish, cat, tiger.
Ask them to give the groups a title or label and share the
labels they have chosen with the class, for example: live
in the sea, don’t live in the sea, are pets, are not pets.
Tell the children that a tag is like a label and it helps us to
find something more quickly.
Ask the children to look through their books and find a
reflection, and then find another one. Note how tricky
and annoying it is to have to hunt through all the books.
Imagine what it will be like by the end of the year.
A way of solving this is to use Evernote and to tag their
reflections.
Select a reflection that has been completed by one of the
children the previous week and show it to the class. Tell
the children that every reflection needs to have four tags
assigned to it:
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 6
YEAR 3/4 Autumn Term: Lesson 6Lesson length: 30 minutes “At Rosendale, childrenhave amassed thousands of
little nuggets of data which
mark a waypoint in their
learning”
93
Subject – maths, writing, reading
Topic – addition, area, newspaper article
Performance – red, yellow, green, blue
Emotion – frustrated, happy, surprised
The teacher will give the first two tags, for example:
maths, addition. The second two tags need to be selected
by the child.
Tell the children that it is important to tag their work
with a performance tag so that they can:
l Track their improvement e.g. ”Last term I found this
difficult but now I am able to do it”
l Find things that they found difficult so that they can
practise them again
l Help their teacher plan work that challenges them or
plan work that helps them when they are struggling
Show the children the performance tags that they will
use:
Red – I need help to do this work
Yellow – I can start this work but I might need someone
to help me
Green – I can do this work on my own
Blue – I understand this so well I can help someone
Ask the children to go back to one of their reflections in
their books and put in the tags.
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 6
K Tasks for the Week
This week plan for ‘Reflection Points’ in maths and one other subject. Make sure that the reflection is tagged.
Reflections can be completed on paper and then photographed and uploaded to Evernote at a later date or can be
written directly in Evernote.
Try to use the colour performance tags to describe children’s learning during the week. For example: “I think that most
of you will be red at the beginning of this lesson as this is brand new learning. I hope some of you might be yellow by
the end of the lesson”.
Continue to give the children coaching opportunities during the week. It could be something really simple like hearing
each other read, or it could be the chance to explain a methodology to each other in maths.
1 Resources
The children will need to have their maths books so that they can look at and tag one of their previous reflections.
Download and print the colour performance tag posters to display around the classroom.
n Sort and label/tag a group of objects
n What is a tag?
n Describe reflection tags
n Introduce performance tags
n Tag a reflection
n Thank their partner
LESSON CHECKLIST
94
Context
ReflectED lessons teach children about the skills of
metacognition (being aware of how they learn) and how
to apply those skills in the classroom. The children have
learnt a new skill (sewing). They have begun to learn the
language of reflection by discussing their feelings during
these lessons. They have learnt to assign one of four
colours to their performance at this task. This week they
will begin to apply what they have learnt about the
language of reflection to some previous learning in their
writing books.
Classroom Organisation
Before this lesson, the class teacher will have to organise
the children into new mixed ability pairs. The children
will stay in these pairs for the remainder of the Autumn
term. They must always sit in these pairs for ReflectED
lessons.
At the start of the lesson, the children should introduce
themselves to their new partner using the following
format: “Hello my name is… The thing I like best at
school is… because…”
It would be useful to have enough iPads for each
ReflectED pair.
Lesson Structure
Remind the children that there are four colours being
used across the school to help them describe how they
think they have performed in a task:
Red – I need help to do this work
Yellow – I can start this but I might need someone to help
me
Green – I can do this work on my own
Blue – I understand this so well I can help someone
Explain that we will be using the green, yellow and red
colours again today to reflect on the learning we have
done since we began in Year 3 or 4.
Give the children their writing books and green, red and
yellow pencils. Ask them to choose a recent piece of
writing that they felt was successful. Use a photo from a
child’s writing book to show an example of great work
and tell the children why you have chosen it.
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 7
YEAR 3/4 Autumn Term: Lesson 7Lesson length: 20 minutes “Yellow – I can start thisbut I might need someone
to help me. Green – I can
do this work on my own”
95
When the children have found a piece of writing that
they think is ‘green’ ask them to share with their partner
the reason why they have chosen that piece. If you hear a
good explanation, share it with the class to support those
who may be struggling. Ask the children to put a green
dot next to this piece of work.
Now ask the children to find a piece of work that they
did not think was as good; this may be because they only
managed to write a small amount, or it was difficult to
read, or they struggled with thinking of ideas. They can
put either a yellow or red dot next to this piece of work,
depending on how difficult they found it.
Explain that talking about things that are difficult can be
challenging. However, if we are able to say why we found
something difficult it means that we can think about
what to do to get better. Ask the children to share with
their partner what they would do to make their work
better.
Some children will find it hard to admit to finding
something tricky, so you could give an example of your
own, to show that everyone finds learning hard and we
don’t always succeed first time.
Ask each child to write a reflection about the piece of
work that they think needs improving. They can do this
either using Reflection Sheet 2 or directly into Evernote,
photographing the work and adding why they found it
difficult or tricky and what they could do to improve.
Remind them to tag their work with the subject, the
topic, red or yellow and how they feel.
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 7
K Tasks for the Week
Plan for opportunities for the children to reflect on their writing during the week. Remind them to think about what
they found difficult and how they would make it better. These reflections can be done using Reflection Sheet 2 and
then uploaded to Evernote or directly into Evernote.
1 Resources
Red, yellow, green pencils
Reflection Sheet 2
n Put children into pairs
n Children introduce themselves
n Show example of successful work from a writing book
n Children identify successful piece of work and share why
n Children identify less successful piece of work and share why
n Children make reflection on paper or on Evernote
LESSON CHECKLIST
96
Context
ReflectED lessons teach children about the skills of
metacognition (being aware of how they learn) and how
to apply those skills in the classroom. Children have learnt
to assign one of four colours to their performance in
their writing books and have practised reflecting on their
writing during the week. This week they will apply what
they have learnt about the language of reflection to
some previous learning in their maths books.
Classroom Organisation
Make sure that the children are sitting in their new
ReflectED pairs. It would be helpful for each ReflectED
pair to have an iPad.
Lesson Structure
Remind the children that there are four colours being
used across the school to help them describe how they
think they have performed in a task:
Red – I need help to do this work
Yellow – I can start this but I might need someone to help
me
Green – I can do this work on my own
Blue – I understand this so well I can help someone
Explain that we will be using the green, yellow and red
colours again today to reflect on our maths learning since
we began in Year 3 or 4.
Use a photo from a child’s maths book to show an
example of successful work and tell the children why you
have chosen it. Give the children their maths books and
green, red and yellow pencils. Ask them to choose a piece
of their maths work that they felt was successful.
When the children have found a piece of work that they
think is ‘green’ ask them to share with their partner the
reason why they have chosen that piece. Make sure that
both partners have the chance to share. If you hear a
good explanation, share it with the class to support those
who may be struggling. Ask the children to put a green
dot next to this piece of work.
Now ask the children to find a piece of work that they
did not think was as good; this may be because they only
got a few answers correct, or that they didn’t complete
the task or they only answered one or two questions.
Explain that talking about things that are difficult can be
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 8
YEAR 3/4 Autumn Term: Lesson 8Lesson length: 30 minutes “ For talking to make adifference to all children,
each child must be given
equal opportunity to talk
and must be held
accountable for that talk”
97
challenging. Ask the children to share their work with
their partner, giving reasons for choosing it.
Ask each child to write a reflection about the piece of
work that they think needs improving. They can do this
either using Reflection Sheet 2 or directly into Evernote,
photographing the work and adding why they found it
difficult or tricky and what they could do to improve.
Remind them to tag their work with the subject, the
topic, red or yellow and how they feel.
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 8
“Spending time readingchildren’s reflections will
provide an invaluable
source of information
about children as
learners”K Tasks for the Week
Plan for opportunities for the children to reflect on their maths during the week. They should be able to do this two or
three times in the week.
Remind them to think about what they found difficult and how they would make it better. These reflections can be
done using Reflection Sheet 2 and then uploaded to Evernote or directly into Evernote.
1 Resources
Red and yellow pencils
iPads
Reflection Sheet 2
n Show example of successful work in maths book
n Children identify successful piece of their own work and share why
n Children identify less successful piece of work and share why
n Children write a reflection
LESSON CHECKLIST
98
Context
ReflectED lessons teach children about the skills of
metacognition (being aware of how they learn) and how
to apply those skills in the classroom.
As with all learning, it can be really helpful to share good
examples of reflections with children and model how to
write a good reflection to the whole class.
Classroom Organisation
Make sure that the children are sitting in their new
ReflectED pairs. You will need to have looked at the
children’s reflections before the start of the lesson, and
picked out some good examples to show the class and
discuss. Many children struggle to write effectively about
when they found something difficult. As these are some
of the most useful learning moments, you will be asked
to model write a reflection about something you have
found difficult so it will be useful to have thought of a
theme to write your reflection on.
Lesson Structure
Tell the children that you have been looking at their
reflections to make sure that they will be useful to the
children in the future. Explain that the children will be
able to look back at their reflections but that also, very
importantly, if they take the time to reflect on their
learning and think about how to improve, they are
already becoming better learners.
Start the lesson by showing some really good examples of
children’s reflections (ask the children’s permission to
show them first). Try to use reflections where children are
thinking about something they found challenging and
have used this experience to change or adapt their
behaviour in order to improve.
Discuss with the children a time when you found
something difficult to learn and struggled. It would be
most useful if the experience was recent and possibly
classroom-related, for example: a lesson that didn’t go
very well and where you had to rethink and adapt your
plans or your practice as a result. Once you have
explained your experience to the children, complete
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 9
YEAR 3/4 Autumn Term: Lesson 9Lesson length: 30 minutes “Many children struggleto write about when they
found something difficult.
These are some of the
most useful learning
moments.”
99
Reflection Sheet 2 explaining to the children what you
are writing and why. Remember to include ‘Action Points’
that will help to improve future performance.
The children now have to think of a similar experience
this week, when they have struggled to learn something.
Remind them to think about what they could do in the
future to change or adapt their behaviour so they can
improve. Give them some silent time to think about it
and then each child will have 45 seconds to describe their
experience to their partner. Make sure you remind the
children that they will need to show good listening skills
whilst their partner is talking, by making eye contact,
leaning in so they make sure they can hear, and nodding.
Having discussed it with their partner, the children should
each complete Reflection Sheet 2, remembering to
complete their ‘Action Points’ and tag their reflection
appropriately. All these reflections must be
photographed and uploaded to Evernote.
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 9
K Tasks for the Week
Try to give feedback on the children’s reflections this week, either to improve the quality of their reflections or to make
a comment on how you felt when you read their reflection, for example: “I will try to remember to check that you have
started your work and help you straight away if you are stuck”.
Plan for opportunities for the children to reflect on their writing during the week. Remind them to think about what
they found difficult and how they would make it better. These reflections can be done using Reflection Sheet 2 and
then uploaded to Evernote or directly into Evernote.
1 Resources
Reflection Sheet 2 displayed on the interactive whiteboard or as an enlarged paper copy.
Copies of Reflection Sheet 2 for all the children.
Examples of reflections for children to see.
As many iPads as possible.
n Show good examples
n Teacher shares learning experience
n Teacher model writes a reflection
n Children share with partner
n hildren write a reflection
LESSON CHECKLIST
100
Context
ReflectED lessons teach children about the skills of
metacognition (being aware of how they learn) and how
to apply those skills in the classroom.
Every learner has an emotional reaction to success and
failure. Sometimes those reactions can be a barrier to
learning. Understanding and identifying our emotional
reactions to learning can help us to overcome those
barriers. If learners can manage their emotions, they can
complete tasks and acquire skills more effectively. This is
explained very succinctly by Dylan Wiliam in a video on
YouTube. For a link to this video, click here
www.youtube.com/watch?v=xNIHlAsf5DI or visit the
ReflectED website (www.reflectedlearning.org.uk).
Classroom Organisation
Make sure the children are sitting in their ReflectED
pairs. You will need to refer to the performance tags in
this lesson, so if you haven’t already displayed the tag
colours and what they mean, make sure you do so
before the start of this lesson. The performance tags are
available to download from the ReflectED website
(www.reflectedlearning.org.uk).
Lesson Structure
Tell the children that in this lesson they are going to be
thinking about how they feel when they learn. Ask the
children to work in their pairs to think of as many words
as possible to describe their feelings and make a list.
Make sure that they take it in turns to say a word and
then write it on a whiteboard or a piece of paper. Choose
an emotion word and ask the children when, in the
classroom, they think they might feel this emotion.
Model a response if the children find this difficult, for
example: “I think that I feel ‘scared’ when I am asked to
do a new thing for the first time”. Tell the children that
they will feel different emotions when they are learning
something and that these emotions will change as they
learn.
Give each child a copy of the sheet ‘Performance and
Emotions’. There are four columns, one for each of the
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 10
YEAR 3/4 Autumn Term: Lesson 10Lesson length: 30 minutes “ If learners can managetheir emotions they can
complete tasks and acquire
skills more effectively”
101
performance tags (red, yellow, green and blue). Remind
the children of what the performance tags mean:
Red – I need help to do this work
Yellow – I can start this but I might need someone to help
me
Green – I can do this work on my own
Blue – I understand this so well I can help someone
Ask the children to write each emotion word under the
performance tag that they feel it matches. Some emotion
words might appear in more than one column.
Ask the children to share the emotion words as a class.
Write each one on a strip of paper and select a child to
decide which tag it belongs to, and then stick it next to
that tag on the classroom wall or display. By the end of
the lesson there should be a display showing the four
performance tags and the emotion words that the
children associate with each one. Discuss with the
children how this will help them to understand their
emotional reaction to learning: and not to panic and
switch off from learning but to realise that they feel
challenged by an activity and understand that this is an
opportunity to learn.
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 10
K Tasks for the Week
This week plan for two ‘Reflection Points’ during the week in any subject of your choice. Make sure that each reflection
is tagged with a performance tag and also an emotion tag. Refer to the display that you created in the lesson if children
need help deciding on an emotion tag.
Think about times in the week when you could use their reflections as a teaching point. If you have planned for a
‘Reflection Point’ after the first day of maths learning, you could ask the children to tell you what their performance tag
was on their reflection. You could then make a note of who might need extra help or an extension.
1 Resources
Performance tag display.
A copy of the ‘Performance and Emotions’ worksheet for each child.
Children will need an individual whiteboard each (or a plain piece of A4 paper).
n List emotion words
n Match emotion words to performance tags
n Make a whole class display, matching emotion words to performance tags
LESSON CHECKLIST
102
Context
ReflectED lessons teach children about the skills of
metacognition (being aware of how they learn) and how
to apply those skills in the classroom.
This lesson builds on the learning from lesson 8 when
children were learning about the emotions involved in
learning. This lesson will focus on developing the
children’s vocabulary so that they can better describe
their learning.
Classroom Organisation
Make sure that the children are sitting in their ReflectED
pairs.
Lesson Structure
Remind the children that they have been learning to
recognise the different emotional reactions that we have
when we are learning something. It would be really
useful to have two examples from the previous week
when either you or one of the children experienced an
emotion. One of the examples should be a positive
emotion (for example: ‘proud’) and the other a negative
emotion (for example: ‘frustrated’). Make sure that you
ask the child’s permission first if you are going to talk
about them.
Tell the children that one of the things successful learners
do is to do something to change the emotion they are
feeling so that they can ‘get on’ with learning.
Ask the children to think of a time when they felt a
negative emotion when they were learning and to share
that with their partner. Make sure that both of the
children have the chance to share. Ask for a volunteer to
come to the front of the class and share their experience
with the whole class. When they have shared, ask them
what they could have done to change the way they were
feeling about their learning. They might say: “Ask for
help” or: “Get more practice” or: “Take some deep
breaths”. If they are willing, ask them to show the class
what that would look like and act it out.
Tell the children that they are going to think about what
they would do to change the emotion they are feeling.
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 11
YEAR 3/4 Autumn Term: Lesson 11Lesson length: 30 minutes “What could you do tochange the emotion you
are feeling?”
103
Give each child a copy of ‘Change the Emotion Comic
Strip’. This can be found at the back of the resource book
or can be downloaded from the ReflectED website. Ask
them to draw and write a comic strip to show what they
will do next time they feel a negative emotion when
learning. If they can recognise and understand their
emotions, they will be able to use them to help them get
better, rather than letting their emotions ‘rule them’.
There is space at the top of each picture box for the
children to write a word to describe how they are feeling
at each point of the comic strip. The final box of the
comic strip should show them feeling a positive emotion.
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 11
“ If you can recognise andunderstand your emotions,
you will be able to use
them to help you get better
rather than letting your
emotion ‘rule you’”K Tasks for the Week
Continue to refer to the performance tags and emotion words throughout the week.
This week plan for two ‘Reflection Points’ during the week in any subjects of your choice. Encourage the children to
describe their emotions in their reflections.
Think about times in the week when you could use the children’s reflections as a teaching point. If you have planned
for a ‘Reflection Point’ after the first day of maths learning, you could ask the children to tell you what their
performance tag was on their reflection. You could then make a note of who might need extra help or an extension.
1 Resources
A copy of ‘Change the Emotion Comic Strip’ for each child.
n Share negative and positive emotion story with class
n Children share emotion story with partner
n One child shares with class and shares how they would change their emotion
n Each child makes a comic strip showing how they can change their emotion
LESSON CHECKLIST
104
Context
ReflectED lessons teach children about the skills of
metacognition (being aware of how they learn) and how
to apply those skills in the classroom. In this lesson the
children will have the opportunity to look back over their
reflections from this term.
Classroom Organisation
Make sure that the children are sitting in their new
ReflectED pairs. This is the last ReflectED lesson of the
Autumn term so make sure that at the end of the lesson,
the children thank their partners for working with them
and tell their partner one thing that they have liked
about working together.
The children will need at least one device per ReflectED
pair for this lesson so that they can access their Evernote
folders.
Lesson Structure
Tell the children that today they are going to have the
opportunity to look back over their reflections and tidy
up their Evernote folder. Tell the children that it is good
practice to do this regularly with any data storage to
make sure that they keep everything tidy and up to date.
Show the children the ‘ReflectED Housekeeping
Checklist’. Talk them through each criteria and show
them how to make sure that each reflection satisfies
everything on the checklist.
The children then work individually or in pairs to make
sure that all of their reflections meet the criteria.
If children finish their housekeeping before the end of
the lesson ask them to search their folder for any
reflections tagged ‘red’ or ‘yellow’. They should read
their reflections and see if their learning has moved on
since then and think about what helped them. NB: if
their learning has moved on they MUST NOT alter their
reflection but they could make another reflection to
comment on this.
At the end of the lesson ask children who have looked at
their reflections what they have found out about their
learning.
LESSON PLA
NYEAR 3/4 A
utumn term
: Lesson 12
YEAR 3/4 Autumn Term: Lesson 12Lesson length: 30 minutes
K Tasks for the Week
This week plan for two ‘Reflection Points’ during
the week.
Encourage children to use the checklist as they are
reflecting.
1 Resources
It will be helpful to have as many iPads, laptops or
Netbooks as possible for this lesson.
n Look at ‘ReflectED Housekeeping
Checklist’
n Model how to check reflections
n Children check their reflections
n Children read some of their reflections
n Children share observations from
reading their reflections
n Children thank their ReflectED partner
LESSON CHECKLIST