How to structure lessons for quick planning: lesson activities for each stage

How I structure lessons

The way I structure the learning within my classroom has evolved over my teaching practice and now incorporates 4 sections as shown below (please scroll down to read how I got to this). lesson structure Please be aware that I do not always get through the whole sequence in one lesson, sometimes it might be in significantly more lessons. For example, 1-2 lessons presenting new information, maybe by watching a documentary, reading a news article, completing a card sort etc. Then 2 lessons or more applying. Also after each of the first 3 stages, there will be mini reviews taking place to check students understanding and progress.

Now, how does this speed up planning?

The time consuming bit can be thinking up different activities and sequencing that allows students to make progress. Below is a link to a PowerPoint I used with NQT’s on medium term planning, which gives mix and match lesson activities/ strategies for each stage of the above lesson structure- all you need to do is apply the content, whether that’s for Maths, English, Science, History etc (our maths NQT even had the students writing a news article in the apply section!) Hopefully lots of transferable ideas to speed things up!

click-here-arrowLesson ideas for each stage of the lesson

How I structure lessons- the theory bit!

There are many ways to structure lessons. The traditional structure: starter, main, plenary of my PGCE training served me well to start with. This was then developed through reading Geoff Petty’s “Evidenced- Based Teaching” and the PAR model (shown below) where the “main” was split into two sections: a present information and an apply information stage. geog-overview-blended-learning-10-638.jpgteepcycle

Then, as part of whole school CPD, I was introduced to the TEEP model. However, with this model I was always unsure how stage 4 (construct) and 5 (apply) differed.

An amalgamation of these approaches has lead me to the 4 part system which I have found to be very effective, and pupil voice and learning walks/observations have also supported this.

 

 

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