Factors Affecting Lesson Design: Difference between revisions
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Factors affecting lesson design and the design process | =Factors affecting lesson design and the design process= | ||
Effective, experienced teachers consider the full range of factors when designing lessons. | Effective, experienced teachers consider the full range of factors when designing lessons. | ||
[[Image:Lesson Design.png]] | |||
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. | |||
The nature of the learning objective – for example, skill acquisition or developing understanding – will determine the approaches and strategies you use. | |||
<hr> | <hr> | ||
{{DfE}} | {{DfE}} | ||
Revision as of 14:57, 24 August 2012
Factors affecting lesson design and the design process
Effective, experienced teachers consider the full range of factors when designing lessons.
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. 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.
- 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 http://orbit.educ.cam.ac.uk/wiki/Category:DfE
- The videos from the accompanying DVDs are available http://orbit.educ.cam.ac.uk/wiki/DfES_DVD
