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Learning and Teaching
should meet the needs of the Whole Learner:
Planning
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The
stages in the planning process involve:
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Long-term plans that
ensure the main aspects of each curriculum/syllabus area receive
attention over time. |
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Short-term plans, which
complement long-term plans and produce the kind of outlines that
teachers would normally prepare for blocks of teaching covering
spans from a month to a term. |
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Personal plans, which
complement short-term plans by providing the kind of detail that
allows teachers to plan work at individual, group or class levels to
progress pupils’ learning and teaching over such periods as a day, a
week or a fortnight. |
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The Highland 5-14 Planning Formats are an
important part of the planning process in Primary schools. |
Points arising from Research
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Quality time needs to be given to the planning process at all levels
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The planning process should be cost effective
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Duplication of work and effort should be avoided
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Planning information is conveyed as simply as possible
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Planning should cover all areas of the curriculum
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Forward plans should focus on what the children will learn rather
than on the content of what Teachers will teach
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Planning should contribute towards the identification of a clear
focus and purpose for a piece of learning
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Experienced teachers often internalise the planning by having a
mental picture of how the learning will take place
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Planning involves thinking about the balance of teaching approaches
and relates them to knowledge of the pupils
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Key Elements of Planning
Identify clear and appropriate learning objectives and content.
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Use
planning terminology consistently |
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Be clear
about the lesson purpose |
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Ensure
pupils have the necessary study skills to complete tasks successfully |
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Assess,
through what pupils say, write or do, the extent to which the learning
objectives have been achieved |
Specify the teaching approaches and assessment for achieving stated
objectives.
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Assess
pupils’ understanding of how far they have progressed |
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Utilise a
range of teaching approaches |
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Ensure
that the teaching and tasks are appropriate and manageable |
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Make use
of formative and summative assessment |
Set
tasks, including homework, which challenge and motivate pupils.
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Set tasks
which allow all children to find success |
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Consider
homework as part of lesson planning |
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Pupil
involvement in creating tasks is important |
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Keep
homework tasks manageable for pupils and teachers |
Build on prior attainment to set clear targets for learning
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Establish
what children already know - the ‘big picture’ |
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Be clear
about the prevailing form of learning |
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Use
various sources of evidence to assess the quality of learning |
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Try to be
systematic without being rigid |
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Ensure
that curriculum /syllabus priorities are met |
Identify and respond appropriately to pupils with learning difficulties
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Take
account of pupils’ lack of knowledge and misunderstanding in lesson planning and
delivery |
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Use all
available expertise as teachers cannot solve every learning difficulty by
themselves |
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Distinguish between short-term and long-term difficulties |
Plan
opportunities to contribute to pupils’ personal, spiritual, moral, social
and cultural development.
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Development is influenced by teacher-pupil relationships |
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Make good
use of unplanned opportunities |
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Promote
rights and responsibilities |
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Explore
moral issues openly |
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Foster a
co-operative climate |
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Take
account of cultural diversity |
Reflection and Discussion
Which
areas of the above do you recognise in your current classroom practice?
Are
there any areas that you would consider adopting to improve your current
classroom practice?
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Some Activities
Relating To the Issue of Planning |
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Key element |
Objective |
Action |
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Some examples and
suggestions |
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Learning objectives |
Be clear about the lesson purpose |
Specific targets for the lesson explained clearly, expressed in
terms of what the pupils will know, understand and be able to do,
written on board or front sheet/displayed visually in striking
colour. |
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Teaching approaches and assessment strategies |
Assess pupils’ understanding of how far they have progressed
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Carousel: A topic is divided into appropriate number of headings
(max 8). Each heading is put on a separate large piece of paper.
Groups discuss what they know about heading, using different colour,
and record info. on sheet. No repetition allowed.
Collate and share
information |
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Challenge and motivate |
Pupil involvement in creating tasks is important |
Encourage learners to reflect on how they learn best so that they
can improve their control over their own learning (see Toolkit
section on
Learning to Learn
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Set clear targets for learning |
Use various sources of evidence to assess the quality of learning |
Encourage expression of knowledge, skills and understanding in
non-literary forms. Use all of the intelligences. Avoid writing
overkill. |
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Learning difficulties |
Take account of pupils’ lack of knowledge and misunderstanding in
lesson planning and delivery
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Teacher ensures weaker pupils are supported and the input reinforced
in as multi-sensory way as possible as soon as the rest of the class
starts work on the set task(s). |
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Pupils’ personal, spiritual, moral, social and cultural
development |
Foster a co-operative climate |
Snowball. Pairs discuss an issue, or brainstorm some initial idea,
then double up to fours and continue. In groups of 8 compare ideas
and sort out best or agree a course of action. Finally whole class
drawn together and spokesperson feeds back ideas. Useful strategy
to promote
more public discussion and debate. |
Selected References
Further Reading
Hayes, D.(1999) Planning, Teaching and Class Management in Primary
Schools David Fulton Publishers
Kyriacou, C.(1995) Essential Teaching Skills Stanely Thornes
SCCC (2000) Direct Active Teaching SCCC
Scottish CCC have issued a Staff Development Pack consisting
of a series of transparencies and associated presenter’s notes, which are
designed to support and stimulate discussion among staff:
Towards Effective Planning
5-14
Websites
www.highlandschools-virtualib.org.uk
Gives access to details of Primary programmes of work. Contains advice on
and exemplars of development plans .
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