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OER4Schools/Designing interactive lesson plans: Difference between revisions
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= Developing lesson plans using lesson plan "templates" = | = 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!) | ||
* Think of a general question, that has many answers (e.g. name mammals) rather than a single answer. Ask children to come to the board one-by-one, and write (e.g. a mammal) on the board. | * Think of a general question, that has many answers (e.g. name mammals) rather than a single answer. Ask children to come to the board one-by-one, and write (e.g. a mammal) on the board. | ||
* Talking points | |||
* Magic microphone | |||
* A practical or outdoors activity | * A practical or outdoors activity | ||
