Expert lesson planning is a balance. Some lessons should provide an aspirational framework of knowledge, a context of genre and history that build the field surrounding a text. Other lessons should frame such knowledge with social-emotional experiences. Within this should be tests, reflection, debates
Underpinning lesson planning is the hidden curriculum of the school as well: to what extent should individual teachers be providing content differently (rather than different content)? To what extent are students expected to learn exam-based content? How will students approach difficulty in texts? Considering this as the department level is another consideration in lesson planning.
My thoughts are currently this:
a) Lesson planning should differ depending on the stage of the students.
b) Work that involves students returning to work or notes is empowering and sophisticated.
c) Exam work should frame KS4 and KS5: there is still room for project work and consolidating hard-core study with social-emotional experiences.
d) An emphasis on public speaking and arguing a dialect should be promoted frequently.
e) DIRT time should be built into lesson time regularly.
f) Lessons planning should reflect the wider sense of rhythm needed by the teacher.
One-off lesson planning picked from the internet or otherwise fails to acknowledge the need the social rhythms inherent in learning. However, it can frame the knowledge needed by students, which is often
Over the past five years or so I have been increasingly struck by the need to judge learning by the thinking taking place, not just by the tasks taking place. Too many discussions about lesson planning in my past focused on the tasks to be done. Of course, students...
My training for staff at the start of this year focuses on making screencasts. You can see a video summary of the training below. It aims to frame screencasting exemplars as a useful stimulus to stimulating metacognition practice. Following my study on metacognition,...
This is a video detailing how I planned my lessons five years ago. I am more pragmatic now, and more focused on wider teaching arcs than specifying week-by-week detail. This, however, is useful nevertheless.
Developing Academic Argument Using Claims, Reasons, Evidence and Warrants: Using Turabian’s ”Manual for Writers”
Today my students sat their English Literature GCSE exam. Our in-class focus on understanding reasons, variables and our insistence on continually planning different responses meant more confident students. Whilst we fed them the usual diet of understanding academic...