developing a lesson plan - cebm.net · developing a lesson plan identify elements that can make up...
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Developing a Lesson Plan
Identify elements that can make up a successful lesson.
Design a lesson to meet the needs of a specific group of learners.
On your green post-it, describe your group of students.
Students
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Maths(Bristol) Sports
Coaching(EGRFC)
Biology(Portsmouth)
Maths(Warwick)
Medic(Notts) Medic
(Notts)
Vet. Biosci(Surrey)
Physics (Surrey)Geosci
(Durham)
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My Students
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Teaching vs Lecturing vs Giving a Talk
Why are you doing it?
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Audience
Talk
Speaker
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Activities
Questions
Answers
Teacher
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Learning objectives vs outcomes
Objectives Outcomes
What a student will learn during the lesson.
‘Identify elements that can make up a
successful lesson.’
How the student could demonstrate their
learning.
‘Design a lesson to meet the needs of a
specific group of learners.’
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Your learning objectives
E.g. ‘Understand the concept of a RCT and how to critically appraise one’
Write one on your first pink post-it
StudentsLearning
objectives
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Your learning outcomes
• How do you assess what your students have learned?
• Is this idea of assessment common in your teaching practice? If not, is there a reason why not?
If you can identify a learning outcome, write one on your second pink post-it
StudentsLearning
objectivesLearning
outcomes
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Lesson structure – the hook
What is going to engage your students straight away?
• Is it something to think about?• Is it something they need to write?• Is it something they need to discuss?
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Lesson structure – the hook
With the person next to you, spend 2 minutes discussing your hook.
Then write it on your first yellow post-it.
StudentsLearning
objectivesLearning
outcomesHook
Don’t forget to consider your students and your
learning objectives!
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Lesson structure – ‘the middle bit’
The main content of your lesson.
Vary activities if possible.Depends on how you like to teach and your audience.
Lots of considerations here!
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Lesson structure – ‘the middle bit’
5-10 minsHook
5-10 mins
Plenary
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Some considerations
• Variation
• Challenge
• Differentiation
• Improvisation
Be thinking – how can you develop activities that
stretch, challenge, support and engage your students?
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Variation
Varying activities allows learners to engage in the material in different ways.
• Q & A• Discussion (pairs, groups, whole class)• Critical reading• Analysis• Summarising• Practical planning• Debate• Role play
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Frankly, there’s no chance
I could do this with some help
I’ve got this
Challenge:
“Zone of Proximal
Development”Vygotsky~ 1930
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Differentiation
What might prevent students from accessing a task?
• Adjustment of teaching to meet student needs• Allowing all to learn effectively• Accounting for differences in prior knowledge & understanding
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(some) Ways to support students
• Modeling– Running through an example yourself in front of
the group, before asking them to try it themselves
• Worked examples– Providing samples of pre-completed tasks for
them to compare their own work against
• Scaffolding– Giving structured steps for students to complete –
breaking a task down into manageable chunks
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Improvisation
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Ideas about content
Consider your students and your learning objective(s).
On your orange post-its, briefly describe two activities that could help your students to
understand your objective.
StudentsLearning
objectivesLearning
outcomesHook
2 x Main content
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Lesson structure – the plenary
Plenarius = complete
Wrapping up
• Summarise the lesson
• Refer back to the learning objective
• How do they know what they know?
• How do you know what they know?
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Lesson structure – the plenary
With the person next to you, spend 2 minutes discussing an idea for your plenary.
Then write it on your second yellow post-it.
StudentsLearning
objectivesLearning
outcomesHook
2 x Main content
Plenary
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“I want them to come out with a
basic lesson structure for their
own context”
Lots of post-its.
Focus on their students.
Interactivity
Time for thinking
What can I drop?
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Plenary
You should have several post-its with ideas.
Spend 2 minutes telling someone else about your plan, then swap over.
StudentsLearning
objectivesLearning
outcomesHook
2 x Main content
Plenary
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Lots of copying from slides.
Teachers who just read straight off
their PowerPoint!
Sitting in silence doing questions or
reading the textbook and
making notes on it.
When the lesson takes forever to get
to the point.
When the teacher
spends the lesson talking
and the students just
have to listen.
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Competition, especially working in
teams against others.
Group discussion
or practical
work.
When the teacher is actually interested in what they are telling you so they tell you
more than you need to know so you understand it
properly – but then give you printed notes or time to write down the vital bits.
Activities where students can
participate, also a lesson where information is presented in
different ways.