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Understanding Lesson Planning: Objectives, Structures, and Evaluation Strategies

This session aims to clarify the distinctions between lesson plans, lesson notes, and schemes of work, and their significance in teaching. Participants will learn about setting clear teaching objectives (WALT) and learning outcomes (WILF) that facilitate assessment of student understanding. The session will also explore the essential elements of a well-structured lesson, guided by the centipede model or traditional lesson structures. Additionally, the importance of effective evaluation post-lesson to improve teaching practices will be discussed, ensuring ongoing development in the educational curriculum.

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Understanding Lesson Planning: Objectives, Structures, and Evaluation Strategies

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  1. PLANNING LESSONS October 2005 [Dimensions 3.1.1, 3.1.2]

  2. Objectives for this session • To understand the difference between lesson plans, lesson notes and schemes of work • To understand teaching objectives and learning outcomes • To explore the elements of a well structured lesson

  3. PLANNING ELEMENTS LESSON (EPISODE) PLAN: Detailed planning sheet showing all elements of a lesson. LESSON NOTES: Aides memoires Teacher prompt sheets in class: notes, questions, diagrams, etc.

  4. SCHEME OF WORK: Overview of a series of lessons for teaching a topic (outline lesson plans and resources may be included). -OR- Overview of the sequence of topics for a term, a year or a Key Stage. See QCA Schemes of Work for KS3

  5. Progressive planning: Episodes Lessons Topics Scheme of Work

  6. IN THE BEGINNING... TEACHING OBJECTIVES: what the teacher intends pupils to learn WALT - We Are Learning Today LEARNING OUTCOMES: achievement that may be demonstrated by pupils (which you can assess) WILF – What I’m Looking For … Assessment for Learning DfES 0043-2004

  7. Setting teaching objectives and learning outcomes enables • assessment of pupils’ learning • evaluation of teaching

  8. EVERY LESSON HAS A STRUCTURE: INTRO ENDING BODY OF LESSON

  9. ALTERNATIVELY, The centipede model: - a lesson with several ‘segments’:

  10. Head: Introduction • Link to previous lesson OR • Introduce a new topic: link with previous learning • Outline the flow of the lesson: activities and approximate timings • Share learning objectives with group

  11. Main Body of the lesson • Variety of activities • Practical and/or Theory • Challenging but manageable tasks • Differentiation by task or outcome? Extension activities / Support materials • Resources

  12. Tail: Ending Summary and rounding off (plenary): • Check back on achievement of objectives (e.g. Q and A to check understanding) • Set homework (if needed) • Look forward to next lesson

  13. Considerations • pupils’ previous knowledge/experience • your own subject knowledge • concepts/skills to develop • teaching strategies to use • resources available • classroom management • contextual constraints (eg. time of day/term/year)

  14. A lesson plan should include: • pupil information • curriculum information (KS, AT, etc) • opportunities for x-curricular development (literacy, numeracy, key skills, thinking skills, etc) • assessment • resources ….. as well as what you actually intend to do! ***** Subject handbook p 12-13 *****

  15. … after the lesson ... … evaluation is essential: 1. THE GOOD PARTS (celebrate; repeat) 2. THE NOT-SO-GOOD BITS (don’t do it like that again!) • Evaluation notes for ALL teaching (eg annotate lesson plan) • TWICE per week: detailed written evaluation (linked to an ‘agenda’ during SBW)

  16. Further information: • ICT subject handbook, p12-13 • KS3 ICT framework p33-34 • Kennewell, Parkinson & Tanner (2004) Learning to Teach ICT in the Secondary School chs. 4 and 5

  17. Objectives for this session • To understand the difference between lesson plans, lesson notes and schemes of work • To understand teaching objectives and learning outcomes • To explore the elements of a well structured lesson

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