The Process of Lesson Design: Difference between revisions
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Latest revision as of 18:32, 6 February 2015
- Aspects Of Engagement
- Assessment Overview
- Assessment for Learning Introduction
- Assessment for Learning Research Summary
- Building Capacity in School
- Classroom Management - Thinking Point
- Creating Engagement
- Developing Higher Order Scientific Enquiry Skills
- Developing Your Teaching
- Factors Affecting Lesson Design
- Fibonacci Project
- Group Talk - Benefits for Science Teaching
- Group Work - Practical Considerations
- Group Work - Research Summary
- Improving Reading - Research Summary
- Improving Writing - Research Summary
- Inclusive Teaching in Mathematics
- Inclusive Teaching in Science
- Modelling Introduction
- Purposes and characteristics of whole-class dialogue
- Questioning Research Summary
- Speaking and Listening in Group Work
- TESSA Working With Teachers
- Teaching Learning Developing Approaches to CPD
- Teaching Learning and Whole School Improvement
- The Importance of Speaking and Listening
- The Process of Lesson Design
- The educational value of dialogic talk in whole-class dialogue
- The impact of enquiry-based science teaching on students' attitudes and achievement
- Types Of Question
- Using Digital Video in Professional Development
- Whole Class Work - Research Summary
The process of lesson design
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;
- 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 most appropriate teaching and learning strategies and techniques;
- the most effective organisation for each episode.
Ensure coherence by providing
- a stimulating start to the lesson that relates to the objective(s);
- transitions between episodes which recapitulate and launch new episodes;
- a final plenary that reviews learning.
- This resource is part of the DfES resource "Pedagogy and practice: Teaching and learning in secondary schools" (ref: 0423-2004G) which can be downloaded from the National Archives http://webarchive.nationalarchives.gov.uk/20110809101133/nsonline.org.uk/node/97131 The whole resource (512 pages) can be downloaded as a pdf File:Pedagogy and Practice DfES.pdf
- The resource booklets, and many 'harvested' documents are available to download, generally in editable formats from the ORBIT resources, see Category:DfE.
- The videos from the accompanying DVDs are available: Video/Pedpack1 and Video/Pedpack2
