1. Planning for Teaching

2. Planning -Coherence -Curriculum -Schemes of work -Lesson plans -Aims and objectives -Selection and Structuring of Subject Matter -Organisation of Learning Experience -Mixed Ability Teaching -Assessment

3. Coherence in Schemes of Work and Lesson Plans -Goals -(Aims and Objectives) -Organisation of Learning Experience -Organisation of learning experiences = pedagogy, teaching methods. -Organisation of learning environment may be completed in bullet point format -Assessment

4. Curriculum as pedagogy – Stenhouse’s (1975) four processes of schooling Training in new skills e.g. baking a cake, constructing a joint, declining irregular French verbs Initiation into the culture and values of society – often through the ‘hidden curriculum’. Instruction – transmission of knowledge e.g. the events of history, the periodic table… Induction – into thought processes of the various disciplines e.g. thinking like a scientist, technologist… What combination are you aiming for? Skills, competences and dispositions?

5. Scheme of Work You should have one Scheme for each class group that you will teach First six headings are straightforward: Subject; Topic; Class; Number of Pupils; Number of Lessons; Length of Lessons Pupils’ level of knowledge and capacity: mixed ability teaching

6. Lesson Plans Previous knowledge and experience Coherence between aims, objectives, learning experiences and assessment Typically one aim per lesson, three objectives Resources for active learning, group work etc Organisation of learning experience  Teacher Activities: Pupil Activities can be very revealing Who is doing all the work? Are you getting them to do something for themselves?

7. Selection and Structuring of Subject Matter What is the educational justification for your subject matter? Why is it worthwhile? Justify your structuring of the scheme of work  cognitive structure?  appeals to the affective?  motivation?  text-book?  examinations?  learning?  relevance?  celebrates diversity?

8. Aims and Objectives (Outcomes) An aim is a general statement of intent so the normal ratio of aims to objectives is 1:3 Aims are broader and more long-term than objectives Check for balance: cognitive, affective and psychomotor outcomes Refer to processes e.g. learning experiences, classroom organisation. Objectives specify aims in greater detail and should reflect the aims Behavioural objectives suit what Stenhouse (1975) calls training and instruction but not induction or initiation.

9. Assessment What is its purpose? Promote learning? Diagnose problems? Give a mark? Authentic or traditional assessment (EN4006) For coherence it is best to have assessment alongside objectives Assessment is not something you do at the end; it needs to be ongoing Assessment OF learning and Assessment FOR learning?

10. Mixed Ability Teaching Understanding individual differences i.e. differentiation as OECD recommended e.g. different learning styles, different intelligences etc. Understanding the importance of issues to do with language in the classroom e.g. readability of text books Using whole class teaching judiciously Use of active learning methodologies Handling small groups Interacting with individual children Flexibility and adaptability and responsiveness