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Transcript of Www.le.ac.uk Teaching in Schools: Effective Teaching – Lesson Planning – Creating our Materials...
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Teaching in Schools:
Effective Teaching – Lesson Planning – Creating our MaterialsEmma Fieldhouse, Environment Team
A few questions before we start
• How many are ‘international’ students?
• How many of you have a bus pass?
• How many of you are still here next week (12th) or the following week (19th) for a meeting in schools?
• Did you manage to find any interesting resources for teaching?
Effective Teaching
Objectives
• To raise your awareness of:
• the dynamics of the modern classroom
• the knowledge and skill sets required to establish and maintain effective:
– behaviour management– teaching and learning
Dynamic of the Classroom • You need eyes in the
back of your head!
• Managing the children could take up to half of your teaching time
• In the schools you will go into, you will not necessarily be expected to manage the children – the teacher can do that
Dynamics of the Classroom
• Expect disruption and plan for how to handle it
• Pupils may move around, be disobedient, they may not listen to your instructions
3 different Styles of Behaviour Management
The ideal is to establish a continuum with varying degrees of power
RULES – CONSEQUENCES“I’m in charge”
CONFRONT - CONTRACT
“We need to work this out”
RELATIONSHIP – LISTENING
“You seem worried. Talk to me about it”
Asserting your Needs
• Aim for a WIN-WIN – The Language of Choice
• Sense of ‘Choice’ = Lessening of Threat
Working in Pairs
With a partner try out these scripts on each other: How does it feel to be on the receiving end of them?
• “Darren – I’ve told you twice to stop talking. If you do it again I shall move you over here on your own”
• “Darren – the direction is to work silently. If you choose to talk then you will need to sit on your own over here. It’s your choice”
Proactive or Reactive - Teacher Responses to Misbehaviour
• Stay in your pairs – number yourselves 1 and 2
• Practice 3 types of response to a pupil (passive, hostile, assertive)
• First round – number 1 to be the teacher – number 2 to be pupil; discuss how it felt
• Second round – number 2 to be the teacher – number 1 to be pupil; discuss how it felt
Scenario – teacher approaches a pupil apparently time-wasting with a class pencil sharpener. As the teacher, deal with the situation in a passive manner, then be hostile then try to be assertive.
Effective Teachers
Expect to be able to manage learning and classroom behaviour
Have a plan for classroom management
Take a leadership role in the classroom
Maximise teaching and learning
Expect support from senior colleagues
They achieve this by:
Knowing their pupils
Creating well planned lessons
Setting clear classroom rules
Effective limit setting
Providing positive support for pupils
Core skills you will require
Be assertive
Have a plan
Encourage and support good quality learning and responsible behaviour by:Giving clear activity directionsProviding supportive feedbackTaking corrective action
Clear Directions – P R I N T
Activity Direction
s
Purpose
Resources,
equipment
IN or OUT of place
Noise Level, Talking
Time
Why, what, where, how and when am I to do this?
The Art of Redirection
• Consistent praise
• Proximity praise
• Scanning
• Circulating the classroom
• The “LOOK”• Physical Proximity
• Moving in
• Moving out
Name Droppin
g
Refocusing an Argumentative Pupil
What to do:
• Stay calm
• State what you want: "I want you to sit down and get on with the task."
• Preface your statement of want by expressing understanding for the student.
• Repeat your statement a maximum of three times ("broken record"). If they continue to argue, let them know that they will receive a consequence: give them the choice.
Practising the techniques - partnersWith a partner compose the scripts to counter these typical prevarications by pupils:
Pupil out of place, talking to mates, off task:
"I'm only asking him if I can borrow a pen”
"Okay give us a minute, can't you?”
"What about them over there -you never say nothing to them - it's not fair.“”
Two pupils continually talking, during a writing task:
"We was only talking about how to do it”
"Do we have to do this? It's boring”
"We're doing the work! What's wrong having a chat?”
Objectives
• To develop an awareness of the elements present in a well-structured lesson
• To develop an understanding of the value and significance of lesson starters
• To develop an understanding of the value and significance of plenary sessions
The purpose of lesson plans
Good lesson plans help teachers to:
• structure their lessons;
• build on previous lessons and learning;
• share the objectives of the lesson with pupils;
• assess pupil achievements;
• develop effective assessment for learning;
• make lessons more inclusive and address a range of needs…
The purpose of lesson plans II
• …make better use of classroom support;
• make explicit the key strategies they wish to use;
• address the key questions they need to ask;
• highlight key vocabulary;
• focus on targets for raising standards, including literacy, numeracy and ICT;
• set homework.
Key elements of good lesson plans
Good lesson plans are brief but 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…
Key elements of good lesson plans II• …brief notes relating to needs of
individuals or groups (for example, SEN, G&T, EAL);
• 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.
Successful lesson structures include the following:
• a crisp start - to share experience and prior knowledge;
• exposition and explanation of the main points and content of the lesson - to enable access to new information and the introduction of new skills and processes;
• activities that build on this exposition - to process new information, identify patterns, rules and conventions arising from it and to develop understanding;
• opportunities to consolidate and apply learning, and express it in a range of ways, e.g. through written, diagrammatic, physical, visual, auditory or oral responses;
• plenaries during and at the end of a lesson- to check on progress and for pupils to reflect on what they have learned and how they have learned it.
Well structured lessons
Structuring Effective Lessons
A typical 50 - 60 minute lesson is likely to include:
– One or more starter activities– A main activity– A concluding plenary
This model is traditionally known as the THREE PART LESSON
Step 1: What are our learning objectives?Useful stems
By the end of the lesson pupils will:
• know that... (knowledge: factual information, for example names, places, symbols, formulae, events);
• develop / be able to... (skills: using knowledge, applying techniques, analysing information, etc.);
• understand how/why ... (understanding: concepts, reasons, effects, principles, processes, etc.);
• develop / be aware of ... (attitudes and values: empathy, caring, sensitivity towards social issues, feelings, moral issues, etc.).
Objectives may also focus on how pupils learn.
Step 2: How will we begin the lesson Why have starters:
• develop early levels of engagement and motivation;
• help to get all pupils quickly on task and to inject a sense of pace and challenge;
• are an alternative to commencing with a whole-class question-and-answer routine;
• fulfil a wide range of purposes, in particular using prior knowledge to introduce new topics…
Starters continued…
• create a level of challenge which is dependent upon:prior learning; level or order of thinking;management of pupil response;
• create an expectation that pupils will think and participate in the lesson;
• create a climate of interaction and involvement;
• create a sense of purpose in a part of the lesson which can be derailed by administrative and organisational tasks.
Step 3: How will we finish the lesson?PURPOSES OF PLENARIES
Plenaries are vital elements of lessons because they fulfil a wide range of purposes. In particular they:
• help pupils to crystallise, understand and remember what has been learned.
• refer back to the learning objectives:
• create a sense of achievement, gain and completion;
• take stock of where the class has reached in a task or a sequence…
Step 3: How will we finish the lesson?• take learning further and deeper;
• provide an opportunity for the teacher to assess learning and plan accordingly;
• recognise and value the achievements of individuals and the class;
• prompt deep thinking by pupils about how they have learned
Evaluation of today’s session
• Please give some evaluation on today’s session…
• What was good about today?
• What was bad about today?
• What would you like to see next time?
www.le.ac.uk/environment
Thank you for your contributions today
Email [email protected] with any questions