Trainees will develop an understanding of lesson planning and structure principles, these principles will explore meeting Ofsted requirements, the student needs and the processes behind teaching and learning

Implementation

·       What are the main components of a lesson? 

·       Introduction to the 3 i’s (intent, implementation, and impact) 

·       Introduction to Blooms’ Taxonomy of action verbs

Critically analyse Blooms and meeting student needs (SEND)

Impact

Trainees will feel empowered to plan and deliver creative teaching materials that include the necessary components of lesson delivery. 

Develop and strengthen these skills to create and produce creative and innovative, inclusive teaching materials.  

Further to explore how lesson planning and delivery should be mindful of the needs of their students especially those with SEND and neurodiversity.

2. What are the months your ILP's are to be recorded in ?

3. What does the first video cover?

4. Which Semester are the ILP videos due in?

5. Where is your teaching file located?

6. Who has access to your teaching file?

7. What are the names of the two pieces of paperwork you must complete before and after an observation?

8. What is a group profile?

9. Whose responsibility is it to keep your teaching files up to date?

10. Where does any CPD (continuous professional development go that you complete?

Activity should not last longer than 10 mins

Should inform the lesson or recap principles from previous lesson.

From what you have observed on placement, in your lessons with us. I want you to make a list of what needs to be considered when planning a lesson

How can we assess learner progress in a lesson ?

In groups can you discuss 5 ways to assess learning within a lesson ?

How can you give feedback in real time ? what methods of feedback are you aware of ?

This model is widely used in education for quick, constructive feedback:

• WWW – What Went Well
  Highlight something specific the student did well.
  Example: “Your explanation of the key term was clear and confident.”

• EBI – Even Better If
  Suggest one improvement to help them progress.
  Example: “It would be even better if you included an example to support your point.”

Why It Works in Lesson Planning:

• Easy to build into plenaries

• Encourages positive reinforcement and growth

• Helps students reflect and take ownership of learning

• Lesson Intent:
  “Learners will be able to make a cup of tea safely and independently, following a step-by-step process.”

• Planning Task (in pairs or small groups):
  Ask trainees to include the following in their plan:

  • Implementation (using measurable verbs) and Impact

  • Starter Activity

  • Main body

  • Resources Needed

  • Assessment

  • Plenary

Whilst Blooms approach is still widely used, it is questioned whether it supports all students especially those with SEND and neurodiverse needs.

In pairs research models that critque blooms and provide an overview in the comments to share.

What is the topic/ title going to be ?

How do you know it is the correct title or topic?

1.What are your initial thoughts?

2.Did learning take place?

3.How do you think the students felt it went?

4.How do you think the and teacher felt it went?

5.Break the session down; Introduction, Starter Activity, Main Content, Assessment, and Consolidation/summary.

6.Share your findings and thoughts with the group.

Let's discuss how to apply Brookfield in your day to day routine as a teacher

How will you measure that the learning has taken place?

Link back to the introduction part of lesson planning.

Share with the group

Trainees will develop an understanding of lesson planning and structure principles, these principles will explore meeting Ofsted requirements, the student needs and the processes behind teaching and learning

Implementation

·       What are the main components of a lesson? 

·       Introduction to the 3 i’s (intent, implementation, and impact) 

·       Introduction to Blooms’ Taxonomy of action verbs

Critically analyse Blooms and meeting student needs (SEND)

Impact

Trainees will feel empowered to plan and deliver creative teaching materials that include the necessary components of lesson delivery. 

Develop and strengthen these skills to create and produce creative and innovative, inclusive teaching materials.  

Further to explore how lesson planning and delivery should be mindful of the needs of their students especially those with SEND.

Trainees will develop an understanding of lesson planning and structure principles, these principles will explore meeting Ofsted requirements, the student needs and the processes behind teaching and learning

Implementation

·       What are the main components of a lesson? 

·       Introduction to the 3 i’s (intent, implementation, and impact) 

·       Introduction to Blooms’ Taxonomy of action verbs

Critically analyse Blooms and meeting student needs (SEND)

Impact

Trainees will feel empowered to plan and deliver creative teaching materials that include the necessary components of lesson delivery. 

Develop and strengthen these skills to create and produce creative and innovative, inclusive teaching materials.  

Further to explore how lesson planning and delivery should be mindful of the needs of their students especially those with SEND and neurodiversity.

Group 1- Maths embedding

Group2- English embedding

Group 3- British Values

In your groups you have 10 mins can you discuss and share