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Teaching Approaches/Planning for interactive pedagogy: Difference between revisions
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{{teaching approach header}} | |||
=Lessons for Learning= | =Lessons for Learning= | ||
Teaching is a complex process. Complexity increases as we factor in assessment and pupil achievement; raising standards; the variety of experience that every classroom presents; and changes to curriculum models and subject specifications. Reviewing and refining the teaching process is necessary for teachers to be able to meet the demands of the changing classroom. | Teaching is a complex process. Complexity increases as we factor in assessment and pupil achievement; raising standards; the variety of experience that every classroom presents; and changes to curriculum models and subject specifications. Reviewing and refining the teaching process is necessary for teachers to be able to meet the demands of the changing classroom. | ||
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* the pupil who likes to be in trouble has yet to be born; | * the pupil who likes to be in trouble has yet to be born; | ||
* good behaviour needs to be taught.}} | * good behaviour needs to be taught.}} | ||
If you would like more information on classroom management, you may find the resources on the behaviour 2 learn website (mostly OGL licence) useful http://www.behaviour2learn.co.uk/site/index.php | |||
==Task ''Effective teaching – effective learning 30 minutes== | ==Task ''Effective teaching – effective learning 30 minutes== | ||
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{{adaptedfrom|The Process of Lesson Design|Whole|The process of lesson design is summarised below. The flowchart emphasises that lesson design can be viewed as a series of decisions, each leading to and providing a foundation for the next, building a planned series of episodes. | {{adaptedfrom|The Process of Lesson Design|Whole|The process of lesson design is summarised below. The flowchart emphasises that lesson design can be viewed as a series of decisions, each leading to and providing a foundation for the next, building a planned series of episodes. | ||
'''Locate the lesson or sequence of lessons in the context of''' | |||
* | * the scheme of work; | ||
* pupils’ prior knowledge; | * pupils’ prior knowledge; | ||
* your knowledge about the class & individuals in it | * your knowledge about the class & individuals in it | ||
'''Identify the learning objective(s) for pupils''' | |||
'''Structure the lesson as a series of episodes by separating the learning into distinct stages or steps, each of which has a specific outcome, by selecting''' | |||
* the best pedagogic approach to meet the learning objectives; | * the best pedagogic approach to meet the learning objectives; | ||
* the most appropriate teaching and learning strategies and techniques; | * the most appropriate teaching and learning strategies and techniques; | ||
* the most effective organisation for each episode. | * the most effective organisation for each episode. | ||
'''Ensure coherence by providing''' | |||
* a stimulating start to the lesson that relates to the objective(s); | * a stimulating start to the lesson that relates to the objective(s); | ||
* transitions between episodes which recapitulate and launch new episodes; | * transitions between episodes which recapitulate and launch new episodes; | ||
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The learning objective(s) for a lesson will come from the scheme of work. Having clearly defined the learning objective, it is important to go one step further and consider the intended outcome. What will pupils produce at the end of the lesson or sequence of lessons that will demonstrate the learning that has taken place – for example, a piece of writing, an artefact, a presentation or the solution to a problem? You will need to be clear from the outset what a good-quality product will look like. This will help you to clarify your expectations with pupils. | The learning objective(s) for a lesson will come from the scheme of work. Having clearly defined the learning objective, it is important to go one step further and consider the intended outcome. What will pupils produce at the end of the lesson or sequence of lessons that will demonstrate the learning that has taken place – for example, a piece of writing, an artefact, a presentation or the solution to a problem? You will need to be clear from the outset what a good-quality product will look like. This will help you to clarify your expectations with pupils. | ||
[[Category:Learning objectives|Learning objectives]] fall into a number of categories. | [[:Category:Learning objectives|Learning objectives]] fall into a number of categories. | ||
The nature of the learning objective – for example, skill acquisition or developing understanding – will determine the approaches and strategies you use.}} | The nature of the learning objective – for example, skill acquisition or developing understanding – will determine the approaches and strategies you use.}} | ||
{{teaching approach footer}} | |||
