Practical Teaching

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Lesson Plan Example iGCSE Literature – Cambridge 04575

The act of planning a single lesson plan for review is a necessary but problematic element of teaching. Geoff Petty, an educationalist whose consequentialist approach influences contemporary thought, says expert teachers do not necessary focus their planning on one-off lessons, but rather on the ‘bigger picture’. That bigger picture can include ideas for outside the class, adult-needs models of education, wider elements of cultural capital, and even just the assessment that the students are building towards.

Conceptual Teaching

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A thought: make students write as intensely for a common writing task as they do for an exam.

So much of my training has involved inspiring students for whom there is little intrinsic motivation for study. I have taught in schools where the consequences of this can be visceral. Teaching students like this is a different job, although you cannot separate good teaching from behaviour management (although you can separate behaviour management from good teaching, it seems). If a student trusts you and desire to work (often it is even just because of your persona as a teacher), the enable them to create and analyse at length outside an exam is an ambition not often mentioned.

  • How to Plan and Mark
  • How to Teach Writing
  • How to Teach Literature
  • How to Teach Debate

Planning a lesson for interview – revealing a philosophy of teaching and learning

These past few years I have both seen and delivered a number of interview lessons. I believe these lessons reflect the philosophy of the observer as much as they do the capability of the teacher. The stakes for an interview lesson are high: will you be given a job? Or as an observer, can you judge that that teacher's wider operation? These outcomes are pragmatically important but also reflect more profound approaches to the profession. So with this tension in mind, here are some of the ways I think about interview lessons: