The Process of Lesson Design

ORBITreading

• 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
  

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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

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.

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• 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