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Expert plannning final (1)

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Powerpoint delivered to staff as part of an INSET session on lesson planning

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Expert plannning final (1)

  1. 1. EXPERTLESSONPLANNING
  2. 2. ?PlanningPLNHoDs&“Learning”LessonObs
  3. 3. ChallengeObjectivesQuestioningDifferentiationTransitionsPLANNING
  4. 4. WHYHOWWHAT
  5. 5. REDUCE INCONSISTENCIESEFFECTIVE USE OF TIMECLARIFY EFFECTIVE LEARNINGBETTER INFORMED/SUPPORTEDRAISE THE BARSHARE MORE IDEASREFLECT
  6. 6. Expert Learning?✤ Prior Knowledge✤ Relevancy✤ Outcomes✤ Differentiation✤ Questioning✤ Problem solving andIndependent Learning – BLP✤ Modelling for understanding✤ Consolidation✤ Marking & Feedback
  7. 7. LEARNINGLOOPObserveLearningDEPLOYModelingTeach newknowledgeReflectionMetacognitionPriorKnowledgePracticeFeedbackSuccess& failureTaken from D.Didau’s “Anatomy of an Outstanding Lesson”http://learningspy.co.uk/2013/03/08/pedagoo-london-presentation/Repeat
  8. 8. Planning Questions1. What do I want them to know at the end of the lesson?2. How does this build on what they learnt last lesson?3. What tasks will model and help practise the learning?4. What/how do I want to assess them and develop feedback?5. How will I support specific students?6. What will be the “Get in and get on” task?
  9. 9. 1. OBJECTIVES – WHY?‣ Be able to name….‣ Be able to list 3 ways….‣ Be able to understand….
  10. 10. OBJECTIVES – BLOOM
  11. 11. KARBON PRESENTATION 4 • 22LEVEL 13, 82 SPENCER ST, MELBOURNE
  12. 12. Outcome:Give detailed e.g. oforganism adaptationsto environmentSo that we canLearning:To be able toDesign an organismthat lives in aspecific habitat
  13. 13. 2. LAST LESSON?‣ How do you know what they know?‣ Feedback from Questioning‣ Observation whilst they were working‣ What did you find from the marking/assessment?MARKING IS PLANNING
  14. 14. 3. TASKS NOT ACTIVITIES• Model and deliberate practise• Focus on the higher order verbs• Clear SUCCESS criteria• Share and celebrate excellentwork• TIME FILLERS
  15. 15. 4. ASSESSMENT• Focus on the OBJECTIVE of thelesson• Tasks should be DIAGNOSTIC –who is best to mark them?• Avoid marking complete work –focus on sectionsMarkingQuestioningOBSERVE
  16. 16. QUESTIONING• Open/Closed• PPPB• TV Questioning• Columbo Questions• Hinge• Question Grid• Socratic Questions• Question FormulationTechnique
  17. 17. Question Grid?Is?PresentDid?PastCan?PossibilityWould/could?ProbabilityWill?PredictionMight?ImaginationWhat?EventWhere?PlaceWhen?TimeWhich?ChoiceWho?PersonWhy?ReasonHow?MeaningDeeper QQuestion Focus:- define, describe, analogy, explain, comment,classify, compare and or contrast, cause, effect, sequence,create, analyse, evaluate, generalise, predictHighlight your question focus1. Focus 2. Grid 3. Socratic Circle questions (help cards if needed) 4. Switch effect.+-significance1st2nd
  18. 18. Question Grid?Is?PresentDid?PastCan?PossibilityWould/could?ProbabilityWill?PredictionMight?ImaginationWhat?EventWhere?PlaceWhen?TimeWhich?ChoiceWho?PersonWhy?ReasonHow?MeaningDeeper Thinking 2ndFocus:- define, describe, analogy, explain, comment, classify,compare and or contrast, cause, effect, sequence, create,analyse, evaluate, generalise, predictHighlight your thinking focus1st1. Focus 2. Grid 3. Socratic Circle questions (help cards if needed) 4. Switch effect.+-significanceSide Before before Before Now After After after Side
  19. 19. Question the question• What was the focus question?• What other questions could relate to it?• Is the question valid?• Does the question give a definitive answer?• Do the resources at hand allow us to explore the question?• Can we develop a more appropriate question?• Does the question give too much bias?http://sayersjohn.blogspot.co.uk/
  20. 20. 5. SUPPORTSTUDENTS
  21. 21. ‣ Know your students and their specific needs‣ NOT all….most…some…‣ Focus on one or two per lesson regarding tasks…‣ Detailed feedback‣ High ExpectationsSOME STRATEGIES
  22. 22. • Students undertake without direction• Should take around 5 minutes to complete• Task should involve putting pen to paper• Should preview todays learning• Part of a bigger agenda of TRAINING6. GET IN – GET ON
  23. 23. ‣ Define ADAPTATION‣ Explain TWO adaptions of a desert living organism‣ COMPARE and CONTRAST behavioural and physicaladaptationsIN SCIENCE
  24. 24. Planning Questions1. What do I want them to know at the end of the lesson?2. How does this build on what they learnt last lesson?3. What tasks will model and help practise the learning?4. What/how do I want to assess them and develop feedback?5. How will I support specific students?6. What will be the “Get in and get on” task?
  25. 25. The 5 minute Lesson PlanThe BIG picture?Engagement?Stickability!Differentiation A f LLearningEpisodesTeacher Led or Student Led? Teacher Led or Student Led? Teacher Led or Student Led? Teacher Led or Student Led?R.McGill 2012 - @TeacherToolkitObjectivesalong the way….….print and scribble your way to Outstanding!
  26. 26. “Every teacher needs to improve,not because they are not goodenough, but because they can beeven better.”Dylan WiliamSSAT Conference 2012

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