AITLS STANDARDS: 3.1 – Establish challenging learning goals
Set explicit, challenging and achievable learning goals for all students.
AITLS STANDARDS: 3.2 – Plan, structure and sequence learning programs
Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.
You are finding it difficult to structure your lessons.
When I first started teaching, it took some time to figure out the narrative to my lessons. Sometime later, I realised that a lesson is much like a story. It can go many different ways and may wind up in a different space than what you had expected.
To help discover the narrative, I put together this grid, which has helped me visual all the individual parts to my lesson and encouraged me to problem-solve moving from one section to another.
In other sections of this website, you will find information each part of the lesson design.
|How to implement|
|Mental Set: hook into the lesson/ starter activity||Visual Representation, Capture the essence of the lesson. Present a purpose for learning.Create a link to the learning.As students enter the classroom, provide them with a task to complete to get them into a frame for learning.Journal Writing, Spelling, Vocabulary (Anagrams, language features)|
|Learning Intentions||Discussion with students about what they are learning, not what they are doing. Learning surrounds ‘Know’, ‘understand’ or ‘be able to’.Unpack the important vocabulary of the lesson.|
|Success Criteria||Make explicit what will be expected of the students throughout and at the end of the lesson.Cooperative Learning Task to evaluate Learning Intentions.Students articulate and write their own success criteria.|
|Review of Prior Knowledge||Ask questions, set activity that recalls prior knowledge.Cooperative Learning task to see what students understand.“Previously, we have discovered…”|
|Reviewing relevant vocabulary||Present relevant vocabulary for learning. Provide learning activity to stimulate vocabularyKagan Cooperative Activity to enrich learning|
|Modelling – I do!||Instructional Strategies used to model new informationGraphic Organizers to model and explore new ideas.Present new information/content.Provide reading prompts. Steps provided as a scaffold, examples provided.Information presented visually. Short and purposeful.|
|Check for Understanding – Cooperative Task – We do!||Complete cooperative learning task to see whether students understand the learning. Challenge/correct misconceptions|
|Independent Learning – You do!||The learning challenge students to extend and refine knowledge. The learning challenges students to experiment, and think about learning.Students seek appropriate feedback while completing task.|
|Plenary||Bring the lesson to a conclusion by reviewing and clarifying the key points. Student feedback to peers. Reviewing the narrative of the lesson. Marking the success criteria. What has been achieved? What is next?|
Additional aspects to consider during lesson
|Brain Breaks||5 min brain breaks to stimulate curiosity and engage students in learning and participation.|
|Team Building/Class Building||Activities to promote positive interactions between students and participation in the classroom.|
|Music||Play music to stimulate students’ curiosity. This could be as students enter the classroom.|