- Planning a good lesson from Scotland -
‘Teaching for Effective Learning’ strategies to consider when planning a lesson
• Learning through Play
• Rich tasks
• Contextualised, cognitive and active learning
• Problem solving approaches
• Active and creative use of ICT
• Active learning in a context, remembering the principles of ‘Assessment is for Learning’
Learning and teaching approaches should be:
• Focused on the learner
• Well planned, considering outcomes, learner’s interests and prior knowledge
• Enjoyable, relevant and inclusive – enhancing the experience, achievement and attainment of the most vulnerable learners
• Active and fun, allowing young people to become problem solvers in a supportive and stimulating atmosphere
• Flexible and creative, allowing for personalisation of learning
• Allow for choice, challenge and chances
• Based on up to date educational research
• Collaborative and co-operative, promoting quality social interaction between learners
Breaking down a lesson for effective learning and teaching.
Every good lesson has parts: a beginning, middle and an end. Within this framework are five components of the learning cycle:
1. Connect the Learning
2. Learning Outcomes and Success Criteria
3. Active Learning
4. Demonstrate Understanding
5. Review and Recall
1. Connect the Learning
In order that we embed learning securely, it is essential that we make connections with what our learners already know. They will be more receptive to new knowledge if a lesson begins with an activity which helps them to ‘switch on’ to concepts with which they are already familiar. By making connections, learners will be more engaged in learning. They will be confident in demonstrating what they already know and thus more motivated to take part in what is to follow. Beginning the lesson or learning experience with a stimulating activity which is child centred and involves levels of participation will ensure that all learners are on board from the start.
2. Learning outcomes and success criteria
Sharing the learning outcomes and success criteria is a key approach in formative assessment. For learning to be purposeful, we need to know
•Why we are learning
•What we are learning
•How we will be successful
Sharing the learning outcomes keeps learners motivated and focused on the learning as opposed to the task or activity. Success criteria let learners know exactly how their work will be judged and ensure meaningful feedback related directly to the learning. Together outcomes and success criteria encourage greater independence and a sense of responsibility for learning.
3. Active learning
What makes a good lesson Active, Collaborative and Cognitive for learners?
| Active: I’ve | Collaborative: I’ve | Cognitive: I’ve |
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4. Demonstrate understanding
Encourage learners to show what they know and understand in a variety of ways:
- Explain to a partner
- Be the teacher
- Write
- Mindmap
- Present / show
- Debate
- Draw / label
- Make a poster
- Questions and answers
- Have a final product
5. Review and recall
Studies have shown the effect of ‘Primacy and Recency’ on learning. At the beginning of a lesson learners are alert and ready to learn. If the lesson is not stimulating or varied enough, learning decreases rapidly and learning will plateau at a very low level. Towards the end of the lesson learners become more alert and ready to retain learning.
• Always allow minutes at the end of a lesson to review learning
• Refer back to learning outcomes and success criteria throughout a lesson to allow teachers and learners to assess learning
• Recap on the main learning points. Make sure key questions have been asked and explored. Recap key vocabulary
• Provide opportunities for learners to work together collaboratively and be actively involved in the review process
• Look forward and connect to the next lesson
• Wherever possible – make it fun!
for Learning
We learn best when:
• We feel at ease within a positive and encouraging learning climate;
• Learning is connected to what we already know;
• The contexts for learning are relevant and enjoyable;
• We are clear about what and how we are expected to learn;
• We are actively involved in, and feel responsible for, our own learning;
• Time is given to think about what we have learned and we get the chance to demonstrate our thinking and understanding;
• We know what steps to take to improve and we can review and reflect on what we have learned.
Learners are given the opportunity to work on ‘real-life’ or imaginary situations that impact not only on their learning in the classroom and playroom but also relate to the real world. When children can make connections to their own lives, they are more motivated.
Learning then has a purpose and is meaningful and relevant to the learners. Staff should provide as meaningful a context as possible; if not real then as close to real. (Imaginary)
Learning collaboratively is motivating to many children. We are all social beings and collaboration is a natural activity. We talk, listen, share ideas, help, support, challenge and motivate each other without consciously thinking about it.
Incorporating opportunities for collaboration into lessons and learning experiences capitalises on this natural tendency and makes learning more effective. Working as a team prepares learners for the kind of collaboration that is necessary in today’s workplace. It is enjoyable, motivating and allows children to express their thinking to a small group of peers rather than to an entire class. This benefits those young people for whom a public display of learning can be inhibiting.
