Certificate in Education & Postgraduate Certificate in Education LESSON PLAN. specifications: Session location and time: Gp.1 Rolle 304 Gp.

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1 Certificate in Education & Postgraduate Certificate in Education LESSON PLAN Teacher: AB and DE Programme title and year group: Unit/module title: PGCE/Cert Ed Learning, Teaching and Assessment (incorporating PTLLS) LTA Awarding body specifications: Session location and time: Gp.1 Rolle 304 Gp.2, 302 DLLS 471/671 Group pm, 2-4pm, 4-5pm seminar tutorials). Group 2. 10am -1pm,2-4pm (4-5 pm seminar tutorials) Health & Safety: For the purposes of risk assessment, is this lesson classed as routine classroom activity : Yes / No Session topic: Planning for Learning Session date: Thursday If no, please attach an appropriate risk assessment Functional skills your learners will develop in the session: Associated minimum core you will use: English L2: 1. Make a range of contributions to discussions in a range of contexts, including those that are unfamiliar, and make effective presentations a) Consider complex information and give a relevant, cogent response in appropriate language; b) Present information and ideas clearly and persuasively to others; c) Adapt contributions to suit audience, purpose and situation; d) Make significant contributions to discussions, taking a range of roles and helping to move discussion forward 3. Write a range of texts, including extended written documents, communicating information, ideas and opinions effectively and persuasively - c) Use a range of writing styles for different purposes (I.e. note making and note taking) LL3, potential barriers that can hinder development of language skills LLP oral communication LL12, listening effectively Session Aim/s - a sentence making clear the broad statement of intent: Introduction to lesson planning as practice, process and product. Intended Learning Outcomes - by the end of the session learners will have/be able to: 1. discuss and analyse lesson planning as professional activity 2. analyse examples of plans in relation meeting the needs of individuals, groups and the curriculum. 3. focus on, and analyse, specific elements of the lesson plan - especially aims and outcomes, functional skills and Minimum Core 4. create a lesson plan using the University Template

2 Differentiation strategies for this session, with reference to your group s profile: Overall, the learning needs of this group can be met through the use of light coloured photocopy papers (mix of ivory, blue and white), the use of a range of methods including instruction, small group work, presentation, discussion and writing on the whiteboard. Where possible, materials will be made available before the session, and recommended reading in the module handbook and session plans available in advance on the Portal. On request, hard copy of materials and session plans can be made available. The use of coloured overlays will be encouraged. Differentiation strategies for this session, with reference to the group s profile: AB is working at Cert Ed Level 2 in English, although 20 other trainees are working at confidently at degree Level 3. SW finds academic reading and writing a challenge and has Additional Learning Support (ALS) outside of the teacher training course programme in order to be able to meet coursework deadlines so I will make sure SW leaves with a full set of notes. FD although has an A Level in English this was gained some time ago she is a mature art based trainee and although exemplary in her teaching practice is not confident in her academic abilities, although she is able I will try to point out her strengths to help build her confidence and I will pair her with AB during the paired exercise as both parties may benefit from working together. LB has suffered a recent bereavement and we have agreed she may just get up and leave early should she need to. How are you promoting Equality & Diversity? Discussions on how to create inclusive lesson plans to cover a range of learner needs. The importance of planning in meeting issues of equality. Time How are you addressing Every Learner Matters? Making a positive contribution discussion surrounding how to develop learner engagement through creative and imaginative planning. Developing self-confidence and taking a lead in developing and engaging in community activities. Content, Teacher activity Learner activity Resources How will learning be Objectives assessed? Register Welcome and take register Active listening Register Attendance. Module handbook Recap session 1 Facilitate Write up key points from yesterday s session Professional standards related to planning Planning to meet the needs of learners Divide whiteboard into three key points,, targets set. State further thoughts and Didactic exposition Listening Q/A note making Professional Standards Didactic/facilitative. Impact of teaching strategies on the learners What does the plan Small groups to critically analyse a lesson plan from three perspectives. 1. The individual 2. The whole group 3. The Sample lesson plan (this plan and sample below) Check what trainees have understood. Quality of. Targets for IDP Monitor by observation attentiveness. Ability to work together

3 expect the learners to learn What interactions planned for between students (ground rules) Plenary Facilitate groups sharing curriculum/syllabus 4. From your analysis create a list of Each group to try and answers each other s, Offer ideas for ground rules. Trainees own. Monitor interactions between each group COFFEE BREAK COFFEE BREAK COFFEE BREAK COFFEE BREAK COFFEE BREAK Continue analysis of areas of lesson planning Focus on Functional skills and minimum core Brief introduction to other sections on plan such as: Aims and outcomes Facilitate using interactive lesson plan to discuss policies on Functional Skills Plenary 1. Recap and facilitate any final. 2. Prepare for afternoon activity writing a lesson plan Active listening followed by analysis of plan focusing on: Aims, outcomes, differentiation, scheme, record keeping ) Active listening and note making followed by discussion of own skills. Active listening and engagement Sample lesson plans Simons interactive lesson plan IDP Targets Quality of LUNCH LUNCH LUNCH LUNCH LUNCH 2.00 Creating a lesson plan. Facilitative activity. Repotting a tomato Trying on a space suit Review of plans created Facilitate group feedback 3.40 Recap Check through our Aims and Outcomes (Atherton at Groups three create a 30 minute lesson plan on a chosen topic. Use notes from this morning s session. Each group to discuss a section of the plan Note make and consider targets to discuss with their mentor Lesson plan List if blooms taxonomies (hand outs) Simon s interactive lesson plan - portal Active engagement and use of new terminology Active engagement and use of new terminology Quality of understanding

4 3.55 Guided study: Bring an assignment brief and marking criteria from your practice. Reminders Note make Handbooks Your evaluation of session and learner achievement (e.g. achievement of learning outcomes, attainment of learners, effectiveness of learning resources, learner feedback on lesson), the way in which you have used your own minimum core knowledge and skills and the professional standards addressed (which you should annotate on the plan) within your evaluation: As always, this is an intense programme and concentration is needed on this new subject of lesson planning, especially where the material is pretty challenging, such as writing aims and learning outcomes. GH arrived very late, pm, so this was a little disruptive and time was lost in catching him up, and because of the distance he travels he was unwilling to agree to stay at the end for 15 minutes to find out what he had missed; this is not fair on the others, and I need to think of ways to minimise this problem. By contrast, AB had been absent last week, but had read all the materials and done all the tasks I had ed the following day, and was ready for this session. There was some resistance to the idea of the guided study task, although several had already had meetings with their mentors on assignment briefs, which was clearly beneficial. The group enjoyed the relevance of discussing Bloom s taxonomies in lesson planning and 2 commented that the module was turning out more interesting than they had expected! The section where groups discussed their lesson plan was probably overkill, as the lesson had been quite hard work already, so creating a plan and then presenting a section linked to the learning outcome 4 was over-ambitious due to time constraints. They definitely achieved the first 3 learning outcomes though. Everyone contributed to the discussions, and GH in particular made many helpful contributions. I made sure that AB was working with CD, so that he left with good quality notes on lesson planning with hand outs so that he could practice further on elements of lesson planning well. Your targets identified for future sessions (to transfer to Target and Review sheet): Design & produce and ask trainees to bring in examples of lesson plans from trainees mentors. Link all lessons more clearly to assignment brief. Monitor GH continual lateness as this may be a cause for concern Mentor comments and any other targets identified (to transfer to Target and Review sheet): Good practice identified: pairing least with most able for a particular task; Continuous explicit linking of class activities/reading with the assessment criteria/requirements. Targets: Agree this was a very intense 5 hours, especially at the later stage of day break the heavy concentration with short video on lesson planning a light hearted view on what can go wrong as this would have had the advantage of giving a break from paper and desks, and also would have been a visual and kinaesthetic activity to counterbalance all the reading/writing. Make this video as a resource for delivery next time but later in the day (target date ), but consider making similar one as a recap by next half term: target date

5 Mentor initials and date: AB 1/10/2012