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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 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}} | |||
