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{{OER4S| | {{OER4S | ||
|title=Designing interactive lesson plans | |||
|session=3.6 | |||
}}{{OER4SchoolsWSInfo | |||
|intention={{ OER4SchoolsWSInfo/intention intro}} | |||
* using '''lesson templates''' as a tool when planning interactive lessons | |||
* designing interactive lesson plans to include a range of interactive techniques | |||
* planning to use effective questions by referring to '''Bloom's Taxonomy''' | |||
|success criteria={{ OER4SchoolsWSInfo/criteria intro}} | |||
* watch a sequence of videos and map them on to an interactive lesson plan | |||
* plan an interactive lesson using a lesson template | |||
* complete a range of activities to become familiar with Bloom's hierarchy of question types | |||
|ict={{ OER4SchoolsWSInfo/ICT intro}} | |||
{{ OER4SchoolsWSInfo/ICT intro students}} | |||
* you will ... | |||
}} | |||
= {{name for review of follow up}} = | = {{name for review of follow up}} = | ||
| Line 5: | Line 25: | ||
{{review of follow up}} | {{review of follow up}} | ||
= Lesson planning = | |||
Let us think about planning whole lessons using a combination of the interactive teaching techniques that we have encountered so far. | |||
How do you currently plan your lessons? | {{activity|wcd|: How do you currently plan your lessons?|10}} Share your thoughts with the rest of the group, listening out for similarities and differences. | ||
{{ednote|text= | {{ednote|text= | ||
Check variation, discuss value of recording lesson plans. | Check variation, discuss value of recording lesson plans (better prepared for teaching process/can be used by someone else if you are away/makes it easier to reflect and improve on teaching/saves time as good parts can be used again. | ||
}} | }} | ||
= An interactive lesson plan in action = | |||
Look at the lesson plan template and the example of a completed one: this shows the plan for a lesson that you have seen clips from earlier on in the programme – Eness’s lesson on vertebrates. | |||
<center>'''Interactive Teaching Lesson Plan template'''</center> | |||
{| border=1 valign="top" | |||
| colspan="2"| '''Teacher:''' | |||
'''Lesson title/topic:''' | |||
| colspan="2"|'''Grade:''' | |||
'''Duration: '''mins. | |||
|- | |||
| colspan="4"| '''Learning objectives '''for students: | |||
'''Resources to be used''' (ICT and non-ICT): | |||
'''No. and size of groups: ''' | |||
|- | |||
| colspan="4"| | |||
<center>'''''Lesson plan (methodology)'''''</center> | |||
| |||
|- | |||
|colspan="2" style="width:50%;" | <center>'''''Learner activity'''''</center> | |||
|colspan="2" | <center>'''''Teacher activity'''''</center> | |||
|- | |||
| colspan="2" valign="top" | '''Introductory activity ''' | |||
| colspan="2"| '''Introductory activity '''(e.g. finding out what students know or remember): | |||
'''Questions:''' | |||
Watch the following 4 clips to see how the activities in that lesson are sequenced. (A couple of these you have already seen, the other two are new). | |||
|- | |||
| colspan="2" valign="top" | '''Main body of lesson ''' (in steps): | |||
| colspan="2" valign="top" | '''Main body of lesson ''': | |||
'''Questions:''' | |||
|- | |||
| colspan="2" valign="top" |'''Plenary activity ''' | |||
| colspan="2"| '''Plenary activity '''(e.g. seeing who has understood what, groups presenting, etc.): | |||
'''Questions:''' | |||
|- | |||
| colspan="4" | '''Notes / special needs / differentiation for different pace groups or learners''' | |||
|- | |||
| colspan="4" | '''Change for next time / Follow-up lesson plan''' | |||
|} | |||
{{activity|otr|: Watching video clips of an interactive lesson.|15}} Watch the following 4 clips to see how the activities in that lesson are sequenced. (A couple of these you have already seen, the other two are new). | |||
{{activity|wcd| on these videos, adding useful notes to the completed lesson template.|10}} Discuss these clips at the end; how did the teacher build up the sequence of activities? Look at her lesson plan again and add any useful notes for reference when planning your own interactive lessons. Notice how the teacher gives the children time to think before the brainstorm; she is very patient! This is called “wait time” and can be used any time when learners are asked a question or given a challenging task. Rather than jumping in to tell them an answer, it allows uncertainty and encourages deeper thinking. | |||
{{: video/Eness_vertebrates_1.mp4 }} | {{: video/Eness_vertebrates_1.mp4 }} | ||
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{{ednote|text= | {{ednote|text= | ||
The clips are from [[Video/Eness Vertebrates|Eness' lesson on vertebrates]], clips 1 (part), 3, 5, 12 .mp4. They demonstrate: | The clips are from [[Video/Eness Vertebrates|Eness' lesson on vertebrates]], clips 1 (part), 3, 5, 12 .mp4. They demonstrate: | ||
* 1 = start of lesson: | * 1 = start of lesson: brainstorm with unique contributions, time to think first, no hands up technique too | ||
* 3 = Instructions to set up the task and initiate group work | * 3 = Instructions to set up the task and initiate group work<nowiki>; </nowiki>group enjoying themselves | ||
* 5 = | * 5 = teacher gives detailed help to group: shows ICT use | ||
* 12 = whole class discussion of ‘is a bat a bird?’ + | * 12 = whole class discussion of ‘is a bat a bird?’ + teacher sets unresolved problem as homework | ||
The lesson builds from (a) brainstorm to (b) groupwork using ICT and developing children’s own classifications, to (c) group presentations to the class, interspersed with (d) whole class discussion and follow-up homework. | The lesson builds from (a) brainstorm to (b) groupwork using ICT and developing children’s own classifications, to (c) group presentations to the class, interspersed with (d) whole class discussion and follow-up homework. | ||
}} | }} | ||
= Developing lesson plans using lesson plan "templates" = | |||
{{activity|Small group activity}} | {{activity|Small group activity| writing a lesson plan|20}} Working in small groups, each participant should complete a whole lesson plan for a lesson they will teach shortly. Spend quite a lot of time on this. | ||
Think about incorporating interactive elements in your lesson plans. Discuss ideas with your group. Plan the lesson in detail, so every activity is described in enough detail that someone else could teach from your plan. | * Think about incorporating interactive elements in your lesson plans. Discuss ideas with your group. Plan the lesson in detail, so every activity is described in enough detail that someone else could teach from your plan. | ||
However, allow for some flexibility according to learners’ responses. Remember at the end of Eness’s lesson (Clip 12), she set the learners a research task for homework because they had not come to a consensus view about whether a bat was a bird or not. | * However, allow for some flexibility according to learners’ responses. Remember at the end of Eness’s lesson (Clip 12), she set the learners a research task for homework because they had not come to a consensus view about whether a bat was a bird or not. | ||
'''Including all learners | * '''Including all learners'''. How can you ensure that everyone is participating actively? | ||
For example, you saw how Eness (Clip 1) required every child to think of their own example of an animal. Are there other techniques you can use, especially if you have a large class where that might be too time consuming? | For example, you saw how Eness (Clip 1) required every child to think of their own example of an animal. Are there other techniques you can use, especially if you have a large class where that might be too time consuming? | ||
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Are there any learners that may have difficulty with the tasks? | Are there any learners that may have difficulty with the tasks? | ||
'''Differentiation'''. Think too about how you will cater for slower and faster learners – can the faster learners get further or get more work done than the slower ones? Do you need to have additional, more challenging work ready for them to do if they finish an activity before their peers? | * '''Differentiation'''. Think too about how you will cater for slower and faster learners – can the faster learners get further or get more work done than the slower ones? Do you need to have additional, more challenging work ready for them to do if they finish an activity before their peers? | ||
Choose one or more | Choose one or more of these activities (that you have already tried) and consider using group work with or without ICT: | ||
* Brainstorm | * Brainstorm | ||
* Mini-blackboard use, with or without student presentations | * Mini-blackboard use, with or without student presentations | ||
* A question-and-answer session with students as to what they might want to learn. (You would need to then take those requests seriously!) | * A question-and-answer session with students as to what they might want to learn. (You would need to then take those requests seriously!) | ||
* | * Talking points | ||
* Magic microphone | |||
* A practical or outdoors activity | * A practical or outdoors activity | ||
== | Think carefully about the types of questions that you will ask students during the lesson and record these on your lesson plan template. The Bloom's Taxonomy activities in the following section will help to improve your repertoire of effective questions. | ||
{{Related resources|text= | |||
The '''Zedupad''' resource ''Bantu on the move'' (see link below) could be used as a basis around which to develop an interactive lesson plan. It tells the story of the Bantu tribe and there are opportunities for pair discussion and research using ICT. Slides 6 asks the following question and could be used for a brainstorm activity: | |||
* Why do you think the Bantu moved away from their home and continued to move around southern Africa? | |||
Slides 13-18 ask questions about how the Bantu lived and could be shown after a small group discussion activity where students imagine how it might have been to be a Bantu child. | |||
[[Image: bantu.jpg|200px]] | |||
http://www.zedupad.com/zambian_school_lessons.php | |||
}} | |||
= Questioning and Bloom's taxonomy = | |||
{{activity|group activity|: Becoming familiar with different question types and their level of demand.|15}} | |||
'''You will need one copy of pages 4, 5 and 6 from the VVOB Questioning the Questions handout per group for these card sort activities along with some scissors.''' | |||
[[file: VVOB_-_Questioning_the_Questions.pdf]] | |||
[[Image: Bloom'spg4.png|285px]] | |||
[[Image: Bloom'spg5.png|285px]] | |||
[[Image: Bloom'spg6.png|285px]] | |||
Cut out the different sections so that there are six equal sized pieces of paper, each with one section each on it - these will be referred to as the question type cards (1-6). | |||
[[Image: card 1.png|border|800px]] | |||
[[Image: card 2.png|border|800px]] | |||
[[Image: card 3.png|border|800px]] | |||
[[Image: card 4.png|border|800px]] | |||
[[Image: card 5.png|border|800px]] | |||
[[Image: card 6.png|border|800px]] | |||
There are a number of activities you could do to help you get to grips with the material that these pages cover and to help you develop a deeper understanding of the types of questions you can ask students and the level of demand of different types of questions: | |||
'''Activity 1''' | |||
In your groups, sort the question type cards in order of increasing demand on the student - be prepared to discuss with group members why you think one type of question is more demanding than another. | |||
'''Activity 2''' | |||
Turn the question type cards upside down and place them in a pile. Members of the group take it in turn to pick a card from the top of the pile and read one piece of information from the card from either the verb, question or example columns. Other members of the group try to guess what question type this card is. Be prepared to discuss why you think a question is a particular type. Cards can be returned to the pile at the end, shuffled and a different piece of information read out next time a card is turned over. Continue to play the game until all members of the group can spot the question types easily. | |||
'''Activity 3''' | |||
Now that everyone is familiar with the question types and hierarchy, divide out the cards and working in pairs within your group come up with two additional questions for your particular question types and write them on the cards that you have. Try out your questions on the rest of the group and see if they can classify the question type correctly. | |||
These are the question types in order of increasing demand: | |||
LOW LEVEL | |||
* remembering | |||
* understanding | |||
* applying | |||
* analysing | |||
* evaluating | |||
* creating | |||
HIGH LEVEL | |||
Both '''open''' and '''closed''' questions may be at any level of the taxonomy. | |||
An '''open low-level question''' might be: "What is an example of an adverb?" | |||
An '''open high-level question''' might be: "What are some ways we might solve the energy crisis?" | |||
A '''closed low-level question''': "What are the properties of a square?" | |||
A '''closed high-level question''': "Given the data before you, would you say that mercury is a metal or a non-metal?" | |||
= {{Name for ICT practice with dtgw}} = | |||
{{:OER4Schools/ICT/include}} | |||
= {{Name for connecting with overarching goals}} = | |||
{{Activity for connecting with overarching goals}} | |||
= Follow-up activities = | |||
{{activity|Agreeing follow up activities|5}} | |||
Teach the lesson you have planned. Then '''REFLECT''' on it as you did before when you trialled a new activity. Use your dictaphone to record your reflections. You may want to write down a few brief notes too, so you can remember the issues arising when you come to the next workshop session, as you will be asked to share your reflections with others then (focusing on how the lesson went, how learners responded, and what you would change if you taught it again). | Teach the lesson you have planned. Then '''REFLECT''' on it as you did before when you trialled a new activity. Use your dictaphone to record your reflections. You may want to write down a few brief notes too, so you can remember the issues arising when you come to the next workshop session, as you will be asked to share your reflections with others then (focusing on how the lesson went, how learners responded, and what you would change if you taught it again). | ||
{{activity summary}} | {{activity summary}} | ||
{{OER4S_NextSession}} | |||
