Effective teaching requires good planning. The aim is for the trainee to become an effective, independent planner.
Observation as a good basis for planning
Giving trainees the opportunity to see models of good practice is an important part of their early training. Observations may seem overwhelming unless some guidance is given. All trainees have access to ‘classroom observation sheet’ pro formas (on Moodle) with some guidance of what to look for when observing experienced practitioners. It is important that the trainee records what the practical outcomes will be in terms of their own professional development.
Support for lesson planning
Mentors must consider the needs of the children as well as the trainee. Support with planning is crucial if the trainee is to teach effectively.
In the early stages, planning should be a collaborative process between CBM and trainee. The CBM may need to provide support by helping the trainee regarding:
- The children themselves – their previous experience and preferred ways of working
- The defining of learning objectives and success criteria
- The choice/location of potential resources to support teaching/ learning
- ‘Planning’ alongside the trainee in terms of content, approach, outcomes
- The following up of lessons observed/taught with a review of what has been learned.
In the later stages of planning, CBMs need to provide support by helping the trainee regarding:
- Planning for a series of lessons
- Relating the lesson to NC requirements, other curriculum areas
- Refining of learning objectives and success criteria
- Assessment opportunities within the lesson
- Refining of more specific aspects of teaching (eg question style, appropriate resources, dealing with misconceptions).
Towards the end of a School Experience, finalist trainees may be in a position to reduce the level of individual lesson planning and use the placement school’s planning format in preparation for their first teaching post.
School planning overviews
A planning overview of the year group is provided by the school and will be used as a basis for any lesson planning. These plans are informed by such documents as the NC framework, national frameworks for numeracy and literacy, school/class targets and LEA guidance.
Weekly timetable
Each trainee should agree with the CBM the areas of teaching (using the Training Plan for support) for which they will be jointly responsible. Participation in other areas of responsibility also need to be agreed, eg after-school activities, playground duty, shown clearly on the weekly timetable and detailed in the Weekly Training Record.
Trainees are required to:
- Have written a plan for any teaching session for which you have been given responsibility
- Have the plan ready in plenty of time – other partners may wish to see the plan
- Use the format provided by the University
- Complete more detailed plans than those produced by the CBM.
Top tips to support lesson planning
- Learning objectives should state what the children need to learn (avoid the tendency to detail/ describe activities).
- The success criteria should relate directly to the learning objective (LO) and detail what the LO is to achieve.
- The activity involves the nature of the teacher’s input – what is the purpose of this lesson? How will you share this with the children? How long will you talk for? What key questions will be asked? What explanations/ instructions will be given? What activities will be undertaken? What resources will be used? What potential misconceptions might occur?
- Key vocabulary used by the teacher needs to be explained and highlighted so that children understand what each word means.
- Main activity needs to be directly related to the learning objective: How are you engaging the children in their learning? How do you use your time and other adult’ time effectively? Are your activities interactive and relevant to different learning styles? Have potential misconceptions been considered? Have children made progress in their learning? How do you know?
- Assessment criteria must be specific and related to the learning objectives: Do your plans indicate opportunities for observation and assessment? Key questions must be planned for – will they be open/ closed? Differentiated? Are there opportunities for self-assessment? Have you planned systematic feedback for all the children?
- The plenary involves making reference to the learning objectives, clarifying learning, monitoring progress, dealing with misconceptions, and highlighting successes.
Adapted teaching
Trainees planning will cater for all learning needs and:
- Present ideas in different ways to ensure all children can access the learning
- Adapt the content of your lesson for individuals
- Modify resources, tasks and timings
- Consider grouping children appropriately
- Consider delegating staff to individuals/a group
- Modify the assessment process.