Postgraduate Certificate in Education & Certificate in Education
LESSON PLAN 2015-16
Teacher: AB and DE
Programme title and
year group:
Unit/module title:
Session topic:
PGCE/Cert Ed 2015-2016
Learning, Teaching and
Assessment (LTA)
Planning for Learning
Awarding body
specifications:
Session location
and time:
Session date:
Health & Safety:
DLLS490/690
Gp.1 10-1pm, 2-4pm, 4-5pm
seminar tutorials Rolle 304
Gp.2 10am -1pm,2-4pm (4-5 pm
seminar tutorials Rolle 302
Thursday 20.09.15
Session 2
Minimum core you will use:
LL3, potential barriers that can hinder development of language skills – se group profile and individual needs to be
supported
LL9 oral communication – effective two-way oral communication is particularly important when the groups are
working on their own and when sharing ideas and I’ll be using Q&A to help them develop their thinking, and when
the activities are being explained.
LL12, listening effectively – as above and in helping intervene when necessary and support and encourage
contributions by less-confident learners. Also in monitoring small group work.
Session Aim/s - a sentence making clear the broad statement of intent:
For the purposes of risk
assessment, is this lesson
classed as ‘routine classroom
activity’:
Yes / No
If no, please attach an
appropriate risk assessment
Introduction to lesson planning as practice, process and product.
Intended Learning Outcomes - by the end of the session learners will have/be able to...:
1. discuss and analyse lesson planning as professional activity
2. analyse examples of plans in relation meeting the needs of individuals, groups and the curriculum.
3. focus on, and analyse, specific elements of the lesson plan - especially aims and outcomes, functional skills and Minimum Core
4. create a lesson plan using the University Template
Differentiation strategies for this session, with reference to your group’s profile:
Overall, the learning needs of this group can be met through the use of light coloured photocopy papers (mix of ivory, blue and white), the use of
a range of methods including instruction, small group work, presentation, discussion and writing on the whiteboard. Where possible, materials will
be made available before the session, and recommended reading in the module handbook and session plans available in advance on the Portal.
On request, hard copy of materials and session plans can be made available. The use of coloured overlays will be encouraged. Differentiation
strategies for this session, with reference to the group’s profile: FG is working at Cert Ed Level 2 in English, although 20 other trainees are
working at confidently at degree Level 3. JJ finds academic reading and writing a challenge and has Additional Learning Support (ALS) outside of
the teacher training course programme in order to be able to meet coursework deadlines – so I will make sure JJ leaves with a full set of notes.
FDR - although has an A Level in English this was gained some time ago – she is a mature art based trainee and although exemplary in her
teaching practice is not confident in her academic abilities, although she is able – I will try to point out her strengths to help build her confidence
and I will pair her with HRH during the paired exercise as both parties may benefit from working together. LB has suffered a recent bereavement
and we have agreed she may just get up and leave early should she need to.
Opportunities for promoting equality and recognising diversity How you will embed Functional maths, English, ICT and employability
will be addressed by:
skills for learners to develop in the session:
There will be opportunities for discussions on how to create inclusive
This session offers the opportunity to embed English when learners are
lesson plans to cover a range of learner needs and the importance of
contributing to discussions in a range of contexts, including those that may
planning in meeting issues of equality. Policies will be identified and
be unfamiliar, and when presenting their own ideas. They’ll need to be able
trainees encouraged to familiarise themselves with College policies
to persuade the ‘audience’ and contribute to ideas and suggestions from
and practices.
other groups. They will also be note-making and note-taking and this can
be developed as a study skill within the session. Links can be made
between planning and effectiveness as a teacher in the classroom can be
made as well as the usefulness of a good lesson plan in supporting
colleagues (if they ever have to step in), or even for interviews in the future.
How will outcomes of learning
Resources
Time Content,
Teacher activity
Learner activity
be assessed?
Objectives
How do you and learners know learning
has taken place?
10.00
Register
Welcome and take register
Active listening
Register
Attendance.
Moodle module
handbook/information
10.10
Recap session 1
Facilitate
Write up key points from
yesterday’s session.
State further thoughts and
questions
Divide whiteboard
into three key points,
questions, targets
set.
Check what trainees have
understood using Q&A.
Quality of questions.
Targets for PP/RDP
10.30.
Professional
standards related to
planning
Planning to meet the
needs of learners
Didactic exposition
Listening Q/A note making
Professional
Standards
Informally, monitor by
observation, attentiveness.
Didactic/facilitative.
 Impact of teaching
strategies on the learners
 What does the plan
expect the learners to
learn
Small groups to critically
analyse a lesson plan from
three perspectives.
1. The individual
2. The whole group
3. The curriculum/syllabus
Sample lesson plan
(this plan and sample
below)
Formatively: ability to work
together
10.40

What interactions planned
for between students
(ground rules)
11.00
Plenary
Facilitate groups sharing
questions
From your analysis create a list
of questions…
Each group to try and
answers each other’s
questions, Offer ideas for
ground rules.
11.15
11.45
COFFEE BREAK
Continue analysis of
areas of lesson
planning
COFFEE BREAK
COFFEE BREAK
Brief introduction to other
sections on plan such as:
Aims and outcomes
12.15
Focus on Functional
skills and minimum
core
Facilitate using interactive
lesson plan to discuss policies
on Functional Skills.
Active listening followed by
analysis of plan focusing on:
Aims, outcomes, differentiation,
scheme, record keeping…)
Active listening and note
making followed by discussion
of own skills.
12.45
Plenary
1. Recap and facilitate any final
questions.
2. Prepare for afternoon activity
writing a lesson plan
Active listening and
engagement
1.00
2.00
LUNCH
Creating a lesson
plan.
LUNCH
Facilitative activity.
Repotting a tomato
Trying on a space suit.
3.00
Review of plans
created
Facilitate group feedback
LUNCH
Groups three create a 30
minute lesson plan on a
chosen topic. Use notes from
this morning’s session.
Each group to discuss a
section of the plan
3.40
Recap
3.55
Guided study: Bring
an assignment brief
and marking criteria
from your practice.
Each group to recap one elect
Check through our Aims and
at a time until all have been
Outcomes (Atherton at
www.learningandteaching.info ) covered. Note make and
consider targets to discuss with
their mentor
Note make
Reminders
Trainees own
questions.
Monitor interactions
between each group.
COFFEE BREAK
Sample lesson plans
COFFEE BREAK
Formatively: offer feedback
on progress and questioning
for further development of
ideas.
PP/RDP Targets
Simons interactive
lesson plan (Lesson
Plan with Guidance)
Quality of questions asked
and answered by group.
LUNCH
Lesson plan
List if blooms
taxonomies (hand
outs)
LUNCH
Active engagement and use
of new terminology
Active engagement and use
of new terminology
Interactive lesson plan
– Moodle (Lesson
plan with Guidance)
Informally but summatively,
through quality of
understanding and ability to
recall and recap session.
Handbooks
Summatively: will be
evidenced in Professional
Portfolio, planning examples
etc, due for submission
11.11.15
Your evaluation of session, in discussion with your mentor e.g.






learner achievement of learning outcomes
effectiveness of learning resources,
learner feedback on lesson,
the way in which you have used your own minimum core knowledge and skills to enhance your learners’ English, maths and ICT,
the Professional Standards addressed (with particular focus on elements 9. and 10.)
and, any unplanned opportunities you took to promote equality and recognise diversity within your evaluation:
As always, this is an intense programme and concentration is needed on this new subject of lesson planning, especially where the material is
pretty challenging, such as writing aims and learning outcomes. GD arrived very late, 12.15 pm, so this was a little disruptive and time was lost
in catching him up, and because of the distance he travels he was unwilling to agree to stay at the end for 15 minutes to find out what he had
missed; this is not fair on the others, and I need to think of ways to minimise this problem. By contrast, FG had been absent last week, but had
read all the materials and done all the tasks I had e-mailed the following day, and was ready for this session. There was some resistance to the
idea of the guided study task, although several had already had meetings with their mentors on assignment briefs, which was clearly beneficial.
The section where groups discussed their lesson plan was probably ‘overkill’, as the lesson had been quite hard work already, so creating a
plan and then presenting a section linked to the learning outcome 4 was over-ambitious due to time constraints. They definitely achieved the
first 3 learning outcomes though. Everyone contributed to the discussions, and FDR in particular made many helpful contributions. I made sure
that FDR was working with HRH, and they also worked with JJ so that he left with good quality notes on lesson planning with hand-outs so that
he could practice further on elements of lesson planning well.
In terms of prof standards 9. and 10., the room layout suggested by Petty was useful and seems to have been effective, and asking the groups
to summarise so that they reiterated the content has helped to identify areas that can be followed up next week (as recall, repetition and
consolidation). The group enjoyed the relevance of discussing Bloom’s taxonomies in lesson planning and 2 commented that the module was
turning out more interesting than they had expected! Talking to colleagues after the session progress appears to be good, but still some
concern for LB. Asking the groups to make links to the forthcoming submission helped to contextualise some of what was covered and make
links between today’s content and their own practice.
Your targets identified for future sessions (to transfer to Reflective Development Plan):
1.
2.
3.
4.
Design & produce and ask trainees to bring in examples of lesson plans from trainees’ mentors.
Link all lessons more clearly to assignment brief.
Monitor GH continual lateness as this may be a cause for concern
Having spoken with colleagues I will now also note LB’s attendance/absences and ask the tutor to follow up in case they need additional
support through an Early Alert.