C4.1 Lesson Planning - Light KS1
The session is for a group of Primary ITE student teachers looking specifically at lesson planning. The video is from Teachers' TV showing the planning and running of a KS1 lesson with a learning outcome "light is needed for us to see".
Keywords: Light, Seeing, Elicitation, Intervention, Reformulation, Evaluation, Planning
C4.1 Lesson Planning - Light KS1
Illustrated by a lesson with a learning outcome "light is needed for us to see"
1. Who are these materials for and what phase (primary or secondary)?
2. Describe content and format of materials.
3. Name of Digital Video clip
4. What are the expected learning outcomes?
5. What prior knowledge do student teachers and/or trainees need?
6. How do the learning and teaching materials assist teacher educators/student teachers and/or trainees in meeting the Standards?
7. Tutors' notes
IT students (primary) as they learn to plan lessons in science
Video from Teachers TV used to show how a lesson on light, given by a trainee teacher, was prepared taught and evaluated. Activity with students, based on a PowerPoint presentation, evaluated the lesson and some principles about lesson planning developed.http://www.teachers.tv/
(In case this clip is removed from the Teachers' TV site we will try to provide it as a download from this site)
Students will have evaluated a lesson, from its preparation to the feedback given by an observer. They learn not to lose track of the main learning objective through trying to make the lesson too complicated (main LO from KS1 lesson is that light is necessary for us to see, but this was lost in giving pupils too many activities)
This would come fairly early on in their course as they begin to learn to plan lessons
6.How do the learning and teaching materials assist teacher educators/student teachers and/or trainees in meeting the Standards?
The learning point for the student teachers is to ensure that their Learning Outcome for the lesson is clear - otherwise the lesson can lose purpose, however exciting it may become.
Plan for progression across the age and ability range for which they aretrained, designing effective learning sequences within lessons and acrossseries of lessons and demonstrating secure subject/curriculum knowledge.
Teach lessons and sequences of lessons across the age and ability rangefor which they are trained in which they:
(a) use a range of teaching strategies and resources, including e-learning,taking practical account of diversity and promoting equality andinclusion
(b) build on prior knowledge, develop concepts and processes, enablelearners to apply new knowledge, understanding and skills and meetlearning objectives
(c) adapt their language to suit the learners they teach, introducingnew ideas and concepts clearly, and using explanations, questions,discussions and plenaries effectively
(d) demonstrate the ability to manage the learning of individuals,groups and whole classes, modifying their teaching to suit thestage of the lesson.
Assessing, monitoring and giving feedback
(b) Assess the learning needs of those they teach in order to setchallenging learning objectives.
The Powerpoint presentation to support these notes can be found in
Download c4.0_1.1a PowerPoint on Lesson Planning
This session on lesson planning uses a PowerPoint presentation to guide students though the planning process, then shows a video of a lesson (from Teachers' TV) to see the lesson stages in practice.
By watching a lesson from its initial planning to the feedback session after the lesson is over, students first of all appreciate the whole planning process. The video is analysed according to the 6 part lesson developed in the PowerPoint, but especially the constructivist approach in slide 7.
- Elicitation - start from the naive conceptions or experiences of learners (starter).
- Intervention - teach something new (development)
- Reformulation - the pupils take ownership (development and plenary)
- Evaluation - reflecting on what has been learnt and beginning to use the new ideas/experiences (plenary)
The video shows a lesson that is wonderfully ambitious but the essential message that light is needed for seeing does come through and is re-emphasised at the end. The 'cave' (a dark space under a table) is the important activity (and it arouses interest when the children enter). It takes a long time (but this is important) for each pair of children to enter and try to see which coloured object they can see (none in the dark, all in the light - showing that shiny objects still need a source of light). Meanwhile the assistant involves the rest of the class in the shoe-box cave with the bear in it.
In the plenary the teacher made it clear that they predicted that the shiny and light coloured cardboard 'people' would be seen but actually they were not seen until the torch went on. If the lesson is to be criticised it is at the end where the learning outcome (that light was needed for us to see) is a little overshadowed by the complexities of ‘prediction' and other big words relating to investigations.
Downloads: (from Teachers TV)
Please note that you need to be logged into Teachers' TV to view or download resources, and they are only available for use in the UK.
Videoclip Download c4.0_1.1a PowerPoint on Lesson Planning
Lesson Plan and other resources (from Teachers TV)
Published: 17 Oct 2008