1. Lesson Plans

2. Planning Planning Planning calls for the exercise of judgement with respect to the main decisions that can be taken in advance about teaching and learning activities. It is a central feature of the work of student teachers as part of their preparation for School Placement and during their placement.

3. Aims Teacher focus Aims describe, in a general but clear way what the teacher hopes or intends to teach. Aims are usually written as clear and concise statements with a clear focus on the topic for the session. Aims are not specific as to how the learning will be achieved.

4. What Questions do I ask myself? What do I want to teach? Have I a clear understanding of the purpose of the lesson? How much knowledge have the students on this topic in order to build new knowledge? Is it possible to assess this knowledge?

5. Examples: what do you think? To embed a good understanding of the Bible and to introduce the topic of The Holy Land. To explore the situation of religious faith today Be able to articulate their own images of God and to identify their sources Understand the meaning and implications of a moral vision

6. Examples To explore and identify the characteristics of the kingdom of God as preached by Jesus

7. Examples 2.To explore the characteristics and meaning of the kingdom of God as preached and witnessed to by Jesus in word and deed – in parable.

8. Objectives Student focus Learning objectives are detailed ways of carrying out the aims. They are specific and clearly describe exactly what the learner should be able to do (skill), think (knowledge) or say (attitude/values) at the end of the lesson.

9. Objectives Objectives state what a student should be able to do at the end of the lesson; they do not describe the learning process These are measurable statements and can therefore be assessed. A lesson is only successful if the student learning can be measured.

10. What Questions do I ask myself? Is my focus on the pupil? Do I have adequate subject knowledge to teach this topic Have pupils prior knowledge to build on? How will I differentiate these objectives? Will I be able to achieve my objectives in the time available What will the pupils know at the end of the lesson?

11. Example The students will be able to explain the meaning of the concept of kingdom of God The students will demonstrate an understanding of the term parable The students will identify the significance of the use of a parable as a means of understanding the Kingdom of God

12. Prior knowledge Prior knowledge acts as a lens through which we view and absorb new information. It is a composite of who we are, based on what we have learned from both our academic and everyday experiences. (Kujawa and Huske, 1995)Prior knowledge Students learn and remember new information best when it is linked to relevant prior knowledge. Teachers who link classroom activities and instruction to prior knowledge build on their students' familiarity with a topic (Beyer, 1991) and enable students to connect the curriculum content to their own culture and experience.familiarityconnect the curriculum contentculture

13. Prior knowledge Student teachers must be aware that the prior knowledge of pupils may not be correct and student teachers must be able to correct these misconceptions.

14. Strategies to elicit prior knowledge Brainstorm Mind-mapping Group or pair discussion Questioning Quiz Test Can you think of any others?

15. Prior knowledge You must build on what the students already know This has two levels: ◦ What has been covered in the syllabus? ◦ What extra knowledge might students have

16. Key concepts/ Key idea The ‘essence’ of the lesson – the essential focus of the lesson What exactly do I need my students to know? Bullet points – key words The key concepts are linked to the aims and objectives

17. Differentiation Differentiation is more than just doing things differently; it is a philosophy of teaching that must filter down to the heart and soul of every classroom teacher. It is what good teaching, appropriate teaching is all about.(Carey, 2005,p116)

18. Differentiation “Your students might be varied in their prior learning, motivation, maturity, “learning style” and in other respects. You need to teach in a way that accommodates these differences, which is called differentiation.” (Petty. 2004,p41) Differentiation is the process by which differences between learners are accommodated so that all students in a group have the best possible chance of learning. We used to teach subjects and classes - now we teach students. (Petty,2004)

19. Differentiation Differentiation should enable each pupil to reach his potential. It means setting up learning experiences to meet the needs of each pupil. ‘Differentiation is….. the process of identifying, with each learner, the most effective strategies for achieving agreed targets’.(Weston 1992)

20. Differentiation Differentiation is how a teacher varies content, activities, methodology and resources when taking into account the range of abilities, interests needs and experiences of students. The purpose of differentiation is to promote students’ in learning. It deals with each student as an individual but is not merely an individualised learning programme that is administered out of context. It values both the teacher and the student (NCCA 2002,P,27)

21. Each learner is different Life experiences Prior knowledge Language skills Motivation Interest Attitudes Self-esteem Learning style Social skills Parental involvement Illness Talents Gender Race

22. Differentiation Substitute the word ‘levels of pupil understanding’ What is the BASIC concept/skill that ALL your pupils will need – what MUST they know? What SHOULD they know by the end of class? What COULD a child know?

23. Teacher activity This MUST be linked to your aim and objectives and key concepts and differentiation ONLY write exactly what you will be doing to teach and what you want to achieve

24. Questions I ask myself about teacher activities? How am I going to create learning experiences for the pupils? How will the learning activity relate to my objective? How will the key concept become a learning experience? What will I, the teacher be doing, to facilitate learning to take place? Will this involve direct teaching, brainstorming, group-work, board work, the use of technology, reading?

25. Pupil activity This MUST be linked to your aim and objectives, key concepts, differentiation and teacher activity Consider if there is a match between the teacher activity and the pupil activity

26. Questions I ask myself about pupil activities Is there a link with the teacher activity? Am I aware of prior knowledge? Have I higher and lower activities? Have I catered for all abilities? Are the tasks helping the pupils to achieve the learning objectives? Is this a constructivist approach to learning?

27. Questioning

28. Questioning Always ensure that you have samples of questions from lower order first. BUT it is essential to also have examples of higher order questions This will KEEP YOU FOCUSED on your aims, objectives and key concepts Good questioning skills = good teaching skills Questions must have a close link to the pupil activities

29. Examples Who invented the motor car? Can you explain how a car works? What was the impact of that invention? Why might it have been the most significant invention of that period? Notice how these questions move from recall to evaluation

30. Assessment How will I/they know that they have learned?

31. Assessment Assessment generates important information about how a learner is progressing. This information can be shared with the learner in the form of feedback which should help the learner to become more aware of their own strengths and weaknesses, and identify next steps and strategies for improvement. (NCCA)

32. Assessment The information is also important for teacher planning. Assessment information can help a teacher to choose the right resource materials for a learner or for a class, and to plan and structure the learning to meet the different needs of different learners.(NCCA)

33. Assessment Teacher observation Teacher-designed tasks and tests Questions Activity/ies involving application of knowledge (consider Bloom) Ask for five---- write down five ideas, solutions, suggestions about the topic under discussion Peer teaching – explain to your partner/group

34. Assessment Assessment must be linked to the teaching and learning activities as it is an integral part of the learning process. Remember ------------Assessment for learning.

35. Resources What do you need/use to teach? Name the text and author List the ‘tools’ whiteboard, marker etc Reason? – its so you will bring them with you or establish they are available - PLANNING

36. Bibliography Beyer, B.K. (1991). Teaching thinking skills: A handbook for elementary school teachers. Boston: Allyn and Bacon. Kujawa, S., & Huske, L. (1995). The Strategic Teaching and Reading Project guidebook (Rev. ed.). Oak Brook, IL: North Central Regional Educational Laboratory. National Council for Curriculum and Assessment Petty, G. (2009) 3rd ed Teaching Today. London. Nelson Thornes