Standard 3.2 - Plan, structure and sequence learning programs.
Proficient Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
As proficient teachers we plan lesson sequences using our knowledge of student learning, content and effective teaching strategies regularly. By doing this it enables teachers to have a clear direction when teaching, which provides students with the opportunity to be more successful learners as planning provides a clearer pathway for effective teaching. Throughout my three years of teaching I have had numerous opportunities to create unit plans and sequence lessons. In all subject areas I have organised content into coherent, well-sequenced learning and teaching programs. I use visual templates, such as unit plans and lesson plans, to sequence content into a coherent teaching and learning program.
Before I start planning my unit and planning my lesson sequences I often complete the learning design template on the topic being covered. This allows me to consider many of the following things: - The needs of your students - What resources you have available - How students in your class learn - Connecting with the curriculum - How you will structure your lessons - How you will assess their learning For an example of a completed learning design please see standard 2.2.
When sequencing the structure of a single lesson I often follow the following structure. Some units and lessons may be slightly different or can change based on time restraints, the nature of the lesson and many other things. Warm up. This is often a revision of something students have already learnt. It can be a video, song, game or activity. This is not always on the unit plan. Tuning in/Introduction. In this part of the lesson I begin to narrow the focus down to the focus of the lesson. For example, in the Mathematics unit above during tuning in students play a game of I Spy using the language of location (the unit focus). Whole Class Instruction. This is the part where the explicit teaching occurs. This often follows the I Do, We Do structure. Individual Activity. This is the You Do section. Students are given the opportunity to practise and use the skill or concept from the explicit teaching. Review/Conclusion. This is the reflection part of the lesson. Students reflect and share what they have learnt.
The lesson below is an example of a lesson that follows this structure.
During my lessons I try to cater for as many learning styles as practical. Many of my lesson plans will include a number of the following. - Pictures, images and videos (Visual) - Sounds, music and videos (Musical and Auditory) - Dances, hands on activities, games (Physical and Kinesthetic) - The opportunity to work alone (Solitary) - Pair discussions and group work (Social) - Discussions, explicit teaching and written content (Visual)
The picture below is an extract from a Mathematics lesson that is annotated to show the different learning styles integrated into the lessons.