Using learning theories to support lesson design

Our lesson observations revealed that in classes run by effective teachers, pupils are clear about what they are doing and why they are doing it. They can see links with earlier learning and have some ideas about how it could be developed further. The pupils want to know more.

– Capel, S (2007).

Long term planning

Medium term planning

Short term planning

What is meant by lesson planning (schemes of learning)?

Principles of good lesson design

Key elements of good lesson plans

• Good lesson plans usually have: • lesson objectives which can be shared with pupils; • a clear structure for the lesson; • brief notes on key questions and teaching points; • brief notes on specific activities; • brief notes relating to needs of individuals or groups (for

example, SEN or G&T); • a note of how any additional support will be used; • reference to subject issues, for example developing vocabulary; • references to relevant resources; • an indication of any homework to be set.

Learning, not doing

Educational objectives cannot be stated in terms of what pupils will be doing, such as working through an exercise or drawing a map. These are activities used to promote learning. The educational objectives must describe what is to constitute the learning. One of the major pitfalls in teaching is to neglect thinking precisely about educational objectives and to see planning as simply organising activities. While the two go hand-in- hand, it is all too easy to think that a lesson that went well logistically was effective (i.e. the pupils did what you intended) until you ask yourself what the pupils actually learned.”

Chris Kyriacou (1998). Essential Teaching Skills