Lesson+Plan+Format

**Graduate Diploma in Education (Primary) ** = =
 * La Trobe University **
 * ** Name: Selver Demirlek** ||
 * ** School: La Trobe University**
 * Topic: Lesson Plans**
 * Learning Area: Daily Lesson Plans** || ** Date: 27/03/2009**
 * Year Level: All**
 * Duration: 40 min** ||


 * ** Learning Purpose: ** ** *Explain why you are teaching this topic and what you intend the students will learn, **Learning focus statements are written for each level. These outline the learning that students need to focus on if they are to progress in the domain and achieve the standards at the levels where they apply.


 * VELS references: ** *** identify the VELS references applicable to this lesson, **  VELS is organised in strands, domains and dimensions (you can simply copy and paste from VELS)...(Please refer to the ppt for more details on VELS). ||

concepts. This is your opportunity to help students to //__make connections__// between areas of learning. **Questioning approach. ** Include explicit questions you will ask the students. These can be the only thing that you bring into the lesson with you (Post-it notes). It is important to be very specific. Questions can detail how the children are involved and brought into the lesson.  ·  Systematically present each step in the lesson and ensure the flow of activity is clearly linked, including transitions (e.g. from floor to tables) ask groups to go to table in order instead of all at once to so it is smoothly done.  ·  The number of step will vary with each lesson  ·  Clearly identify the learning activities that the students will undertake. Give diffrent tasks to each group.  ·  Form a //mixed abilities// group to increase participation by all students. Overall, however there should be comprehensive planning. **Those who fail to plan, plan to fail.** //On rounds should we create lesson plans on the La // //Trobe format? //• **For the first practicum YES.** It is incredibly important to have a lesson planner. It can also impress a school if you are highly organised. <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">• <span style="font-size: 24pt; layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-ansi-language: EN-US;"> <span style="layout-grid-mode: both; color: #331e3a; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Arial; mso-ansi-language: EN-US;">Questioning approach. Include explicit questions you will ask the students <span style="layout-grid-mode: both; color: #331e3a; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Arial; mso-ansi-language: EN-US;">• Ensure it links back to learning objective of lesson. <span style="layout-grid-mode: both; color: #331e3a; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Arial; mso-ansi-language: EN-US;">• Try to avoid show and tell. <span style="layout-grid-mode: both; color: #331e3a; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Arial; mso-ansi-language: EN-US;">• Useful to give students a clue during the lesson that <span style="layout-grid-mode: both; color: #331e3a; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Arial; mso-ansi-language: EN-US;">you’d like them to feedback on an aspect of their work. || Key words that identify management & learning processes e.g. teacher talk/group or individual work, reading, listening. e.g. Whole – part – Whole Approach If groups, state how many. *** <span style="layout-grid-mode: both; color: #331e3a; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Arial; mso-ansi-language: EN-US;">• Link class groupings to procedural steps <span style="layout-grid-mode: both; color: #331e3a; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Arial; mso-ansi-language: EN-US;">• Use group structures that suit the lesson <span style="layout-grid-mode: both; color: #331e3a; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Arial; mso-ansi-language: EN-US;">• Cater for different learning styles and groupings across <span style="layout-grid-mode: both; color: #331e3a; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Arial; mso-ansi-language: EN-US;">the week and across the practicum. <span style="layout-grid-mode: both; color: #331e3a; mso-bidi-font-size: 11.0pt; mso-bidi-font-family: Arial; mso-ansi-language: EN-US;">• Mapping the two columns (groups/procedural steps) next to each other can be useful. ** || List teaching materials needed for each phase. Attach samples of materials to be given to students. e.g. A3 Paper, Scissors, Glue, Cotton balls, rubberband, Calculator //e.t.c.// * <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">Self-explanatory, but the checklist provides a useful way to check that you have got all the resources you need for all aspects of the lesson prior to your teaching. You don’t have to work through all the procedural steps to find what you need. || <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">• Try to narrow down your focus. <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">• This could be a specific group. <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">• A specific observation data tool. <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">• A focus on a particular key question. <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">• Try to ensure a blend of observation data and more formative assessment. || <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">Similar to the materials section this can provide a checklist to aid lesson preparation. <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">• Include references to teachers resource books or origin of teaching ideas || <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">Evidence of having given thought to; <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">• Mixed ability settings <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">• Multiple intelligences/learning styles through various <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">teaching groups <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">• Extension activities <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">• Support for lower ability students <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">• May be behavioural issues with certain students <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">• Integration aides may work with pupils at certain times. <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">Detail this here. || || Supervisors will provide written comments on the lesson and use these as the basis of the reflective consultation that follows. Comments should be supportive and helpful and filed in the student teacher’s lesson folder together with the lesson plan. <span style="font-size: 12pt; layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-ansi-language: EN-US;">You have a right to this feedback. **See that you get it!** Going in as thoroughly prepared as you can be, and developing a good relationship with your supervising teacher can be ways of ensuring you get it! <span style="font-size: 12pt; layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-ansi-language: EN-US;">Strongly advise that you spend some time familiarising yourself with the structure of VELS and the range of supporting documentation available. **You can download** **VELS documentation by domain or by Level at:** <span style="font-size: 24pt; layout-grid-mode: both; color: #ff9e1c; font-family: 'Helvetica','sans-serif'; mso-ansi-language: EN-US;">[] ||
 * || ** Group set up ** || ** Materials ** ||
 * Engagement: ** ** How will you introduce the topic and arouse the children’s’ interest? **<span style="font-size: 20pt; layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-ansi-language: EN-US;"> <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">Include here links to previous learning – particular tasks, activities,
 * Engagement: ** ** How will you introduce the topic and arouse the children’s’ interest? **<span style="font-size: 20pt; layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-ansi-language: EN-US;"> <span style="layout-grid-mode: both; color: #331e3a; font-family: 'Helvetica','sans-serif'; mso-bidi-font-size: 11.0pt; mso-ansi-language: EN-US;">Include here links to previous learning – particular tasks, activities,
 * Procedure: **
 * Pulling it together: **
 * How will you bring the lesson to a close and open the way for ongoing learning? ** This is a critical step and provides for summing up and pulling together the ideas explored in the lesson.
 * ** Observations of students’ learning: ** ** Detail what methods you will use to observe students’ learning in this lesson. **
 * ** Teacher’s Resources: ** ** List the resources the teacher will need. **
 * ** Catering for inclusion: ** ** Identify ways in which you will cater for these. **
 * ** Your reflection: ** ** Identify the pedagogical stance you took during the lesson and reflect on: **
 * what went well and why
 * what was difficult and why
 * how engaged the students were and
 * what you did to encourage this
 * what else you could have done to improve the students’ learning
 * how responsive you were able to be to the students
 * what you learnt
 * ** Supervisor’s comments: **
 * <span style="font-size: 12pt; layout-grid-mode: both; color: red; font-family: Helvetica-Bold; mso-bidi-font-family: Helvetica-Bold; mso-ansi-language: EN-US;">Lesson Planning – Readings!! **
 * Summarised by: ** Selver Demirlek