1. THINK! Don’t plan.
Tuesday, 02 April 2019
jonathan peel sgs 2009

2. Why? We can all plan. We don’t all think.
Planning should not be seen as an end in itself.
The lesson plan is no longer a statuary requirement for teachers being observed by OFSTED.
jonathan peel sgs 2009

3. SO, can we just make it up as we go along?
The idea of the plan is hugely important.
No lesson should be busked – all teaching forms part of a coherent, planned, regime.
We use our planners and can write in some detail to ensure that we are developing our ideas.
It is almost impossible to plan ahead in any detail.
jonathan peel sgs 2009

4. SOW
The dreaded SOW may well outline teaching over a six to eight week period and you will, no doubt, be asked to prepare these as part of your assessment .
The detail, however, must be vague. It is simply not possible to predict the outcome of a lesson due to taught weeks in the future.
Because of this, even a good SOW is an outline of intention, not a detailed rule book.
jonathan peel sgs 2009

5. Lesson
The lesson plan, whether notes in the planner or a detailed ECM friendly sheet is an indicator of intention for one lesson.
It will give a framework of timings and serve as a prompt for the teacher, if needed, in order to move the lesson on – particularly useful in lesson 4 of a long morning teaching a wide range of KS or age groups.
jonathan peel sgs 2009

6. What to aim for.
An attainable target both for lesson objectives and the actual activities planned.
One activity of real quality, suited to the individual students, and which can give them a sense of achievement as well as showing learning is far better than a lesson of “flashy ideas” designed more to meet assessment criteria.
The starter can be totally different to the rest of the lesson and need serve no other purpose in this regard than to stimulate a slow group into action.
The plenary needs to enable the teacher to establish learning. This is a broad brush, necessarily, and might be little more than targeted questioning.
An extension task, reflecting a different learning method can be planned and used both for this purpose and to fill time should the lesson move more quickly than expected.
jonathan peel sgs 2009

7. PITFALLS (or why plans don’t always work)
Lessons immediately after half term or even a weekend will need a greater focus on revision to allow the students to regain confidence.
Lessons after PE can often be reduced by 10 minutes.
The best plans are ruined by educational visits if half your class is missing.
The best laid plans aft gang agley…
jonathan peel sgs 2009

8. Ganging agley…
It is a mark of a well prepared and confident teacher to realise that the plan is not working and to alter it on the spot. Do not view this as failure.
Digression is to be valued. However well you plan, you will never predict what replies you will receive. Some must be followed in order to develop a stimulating learning environment. The trick is to get back to the original plan without showing that you have wandered…
If you do drift, a plenary is still possible, but ensure that you make a note of the new outcome for next time and as students, reflect on the lesson honestly.
jonathan peel sgs 2009

9. ASSESSMENT AND THE PLAN
Assessors are looking for planning, but do not fill folders with them – they prove little on their own. They must be accompanied by reflection and indications of thought processes if they are to be worth anything.
Sequential plans, with reflection evident, should be part of the evidence.
The development of an existing SOW can be used for Assignment 1. If so, it will need to be explained in full and should probably be disseminated via a faculty meeting – more evidence and reflection opportunities!
jonathan peel sgs 2009

10. Why don’t experienced teachers plan?
Consider your planning. Notes in a planner? Formal sheets? In the head?
Trainees can not relate to this. Consider a session co- planning on the pro forma as a necessary step in developing a skill.
Consider what the common pitfalls of your subject area might be? FEEDBACK.
Encourage trainees to think about the plan, not just to write it!
jonathan peel sgs 2009