Pedagogy
& Practice
Designing lessons
Introduction to the Pack | Leadership
Guide | Designing Lessons | Teaching Repertoire
|
Creating Effective Learners |
Creating Conditions for Learning | Ideas from Practitioners
The best way into these materials is to start with the Leadership
Guide (PDF 880KB).
Unit 1 Structuring learning (PDF 380KB : DfES ref 0424-2004)
This key unit provides teachers with a model for the process of designing
lessons. It starts by considering factors affecting lesson design, including
the influence of the type of learning objective on the choice of approach.
It goes on to explore effective methods of sharing learning objectives with
pupils. There is guidance on how to structure learning by splitting lessons
into a series of episodes, and on choosing from a range of strategies and
techniques to motivate pupils. Finally, there is an examination of three pedagogic
approaches - direct interactive, inductive and exploratory - to show how they
can help pupils develop tools for learning, such as inductive thinking or
enquiry skills.
Unit 2 Teaching models (PDF 920KB : DfES ref 0425-2004)
This unit develops further the principles and practice of teaching reviewed
in unit 1. It explores a range of teaching models and encourages teachers
to review their teaching practice against the models described. For each teaching
model outlined, episodes are clearly defined showing how the model might be
applied in classrooms. There are also some examples to illustrate ideas, and
the importance of metacognition within each is made explicit. This will enable
pupils to use the technique to support their own learning.
Unit 3 Lesson design for lower attainers - amended
(PDF 480KB : DfES ref 0426-2004)
This unit explores a range of strategies and techniques that will help pupils
who tend to learn more slowly. It demonstrates the importance of ‘assessment
for learning’ - research has shown that lower-attaining pupils, in particular,
make significant gains when these techniques are used. There are also guidelines
on developing literacy and numeracy skills in the context of different subjects,
and on strategies for aiding recall.
(Please note this document has been amended online for copyright reasons.
Please refer to the printed publications for the missing material)
Unit 4 Lesson design for inclusion (PDF 500KB : DfES ref 0427-2004)
This unit considers some principles for ensuring the inclusion of all pupils
in lessons, and how to hold them all into the learning process. It provides
a first insight into the needs of many groups that need to be included, such
as boys, EAL, lower attainers, gifted and talented and SEN pupils. It considers
various episodes in a lesson, such as starters and plenaries, and some early
strategies that help to ensure all pupils are actively engaged and are able
to make progress in their learning in all subjects.
Unit 5 Starters and plenaries - amended (PDF
330KB : DfES ref 0428-2004)
The beginnings and ends of learning sequences are important. This unit describes
the purpose and importance of starters and plenaries at the beginnings and
ends of lessons, and also within lessons as part of teaching episodes. It
provides a range of strategies and ideas as well as guidance on planning and
making starters and plenaries effective.
(Please note this document has been amended online for copyright reasons.
Please refer to the printed publications for the missing material)
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