Planning lessons in addition to Outst in addition to ing Teaching Draw a house Have you been successful What does a fab lesson look like Learning Objectives

Planning lessons in addition to Outst in addition to ing Teaching Draw a house Have you been successful What does a fab lesson look like Learning Objectives www.phwiki.com

Planning lessons in addition to Outst in addition to ing Teaching Draw a house Have you been successful What does a fab lesson look like Learning Objectives

Windley, Phillip, Contributing Editor has reference to this Academic Journal, PHwiki organized this Journal Planning lessons in addition to Outst in addition to ing TeachingDr Jonathan GlazzardDraw a houseTASK – 5 minutesHave you been successfulMark your work

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What does a fab lesson look like DISCUSSIONNo model of teachingTime on taskReduce teacher talkProgress during the lessonGood attitudes to learningTriangulation – no show ponies! Progress in books over timeProgress data over timeChildren being good learnersLearning ObjectivesLO visible throughout the lesson, well explained in addition to put into a meaningful context- tell them what they are learning in addition to why. Identify the focus as long as learning (not activity)Teacher refers back to the LO throughout the lessonUse mini-plenary to reiterate the LO –Do we think Kiran has met the learning objectivePupils able to say what they are learning

Good learning objectives1. Choose in addition to use appropriate st in addition to ard units to estimate in addition to measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers in addition to measuring vessels 2.To learn to learn the 2, 3, 4 in addition to 5 times tables (KS1 Maths)3.To draw a self-portrait using charcoal. (KS1 Art)4.To plan a fair test to find out which material is the strongest. (KS2 Science)Good learning objectives5. Use mathematical vocabulary to describe position, direction in addition to movement, including movement in a straight line in addition to distinguishing between rotation as a turn in addition to in terms of right angles as long as quarter, half in addition to three-quarter turns (clockwise in addition to anti-clockwise). 6. To make a vehicle using wood. 7. Measure the perimeter of simple 2-D shapes 8. Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn in addition to four a complete turn; identify whether angles are greater than or less than a right angle Stripping back learning objectives MuddledTo list what a pet needs to remain healthyMake it better

Muddled To be able to write instructions to make jellyMake it betterMuddledTo write a character description of the giantMake it betterSuccess CriteriaSteps which enable pupils to achieve the LOChildren involved in the process of agreeing the SC.SC are used by the learners to self-evaluate in addition to improve learning during the lesson. Refer to them in the plenary

Example – LiteracyLO: We are learning to write instructionsRemember to:-Include a title-Include a list of things that you need-Include bossy verbs-Make sure your instructions are in the right orderExample – LiteracyLO: We are learning to write a recountRemember to:Write an opening to say where you went in addition to when;Use time connectives (first, next, then, after, finally)Include some detail about each eventPut the events in orderWrite how you felt about the experienceExample- LiteracyLO: We are learning to write a character descriptionRemember toDescribe the character’s faceDescribe the character’s hairDescribe the character’s clothesDescribe the character’s personalityUse adjectives

Example- LiteracyLO: We are learning to describe a setting in a storyRemember toDescribe what you can seeDescribe what you can hearDescribe what you can smellDescribe what you can feelUse adjectivesUse similesExample- MathematicsLO: We are learning to partition in addition to recombine Steps to SuccessExample 24 + 43 = 67Add the tens: 20 + 40 = 60Add the units : 4 + 3 = 7Add the tens in addition to units together: 60 + 7 = 67Example- MathematicsLO: We are learning to solve word problemsExample: There are 3 children. They share 9 sweets. How many sweets do they each get Steps to SuccessUnderline the important parts of the problemDecide whether you need to + – X or ÷Record the calculation Write the answer

LO: To be able to identify odd in addition to even numbers1. Look at the last digit in the number 2. Draw that number of dots3. If all the dots have a partner the number is even. 4. If there is one dot without a partner the number is odd. Whole class inputCreative starter – “hook” them inClear modelling against steps to successParticipation – all can respond in addition to are engagedNo h in addition to s upNo opportunities as long as learners to be passiveSupport staff have a clearly defined role during the main class inputHooksWhat hooks have you seen to engage children in learning

Lesson StructureConnection activity- prior learning Share LOs / SCIntroduce new learning – modelCheck that they underst in addition to – “checking in”Applying the new learning (Time on Task)PlenaryOn task in addition to learning Teacher gets the children on task quickly; Children work on tasks enthusiastically;independently in addition to support one another to succeed;Paired workGroup workTeacher avoids over-modelling;Learning behaviour

Windley, Phillip InfoWorld Contributing Editor www.phwiki.com

PacePace means pace of learning not race! Teaching is sharp in addition to well-paced so that children sustain a good level of engagement in addition to stimulation throughout. ResourcesShould be high qualityA variety of differentiated scaffolding in addition to supporting materials in addition to resources are used to meet the needs of all pupils. Pupils use the “tools as long as learning” in the classroom to help them make further progress e.g. working wallsWorking WallsWhat should be on a working wall

Role in the lessonHigh level teaching continues during task timeTeacher makes adjustments as a result of quick, accurate assessments.Teach children what to do if they need help; Offer support if they are not making progress despite using the tools as long as learningExtend/ challenge those who need to progress furtherEncourage children to set each other challenges Engagement All learners in the class are interested in addition to engaged, throughout the lessonLearners have had a direct input into setting the context as long as the learning activity to ensure it meets their interests.

Lesson observationsLesson observations focus on progress in a lesson. Be very clear about where this progress takes place in addition to change the parts of your lesson where it does not take place.Take particular care in the first 15 mins of your lesson.

Windley, Phillip Contributing Editor

Windley, Phillip is from United States and they belong to InfoWorld and they are from  San Francisco, United States got related to this Particular Journal. and Windley, Phillip deal with the subjects like Computer Programming and Languages

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