Teaching should not be a technical undertaking but an imaginative, creative and exciting experience for teachers and learners alike. But starting with a sterile lesson plan sheet produces linear lessons where component B is considered after the construction of component A and so on through to the end of the lesson. The planning is linear and often the starter is set in stone by the time the main activities are planned. This can be avoided if the whole lesson is considered before a lesson plan is ever constructed.
A couple of years ago I introduced an approach I call the 5Ps. This suggested that before formally building a lesson plan teachers ought to consider five key areas, all of which contribute to a successful lesson. The 5Ps stand for: purpose, planning, pitch, pace and progress. For each one I ask teachers consider a set of questions regarding the construction of their lessons.
1) Purpose
If a lesson is to be taught there must be a good reason for teaching it.
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What are you teaching? Why are you teaching this?
- Where does it fit into the curriculum/Schemes of Learning?
- How will it benefit the pupils?
- Will it increase knowledge, understanding or skills?
- How will you prepare the children for learning?
2) Planning
You and the pupils must know how the lesson is going go.
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How will the children know the learning objective (give LO)?
- How will you remind the children of previous learning?
- How will the children know the success criteria (give SC)?
3) Pitch
The pitch of the lesson must ensure that all pupils can access the materials.
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Describe the type and range of differentiation required.
- Identify the range of ‘levelness’ and what this looks like.
- Identify how extensions might be made if necessary (higher or lower).
- Are there any ‘special needs’ (higher, lower, vulnerable groups) and how will their needs be met?
4) Pace
The pace must maintain interest and ensure learning.
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What are the activities for the lesson going to be?
- How frequently will the activities change?
- How will the pupils know the time frame for each activity?
- What ways will be used for recording that pace is maintained?
5) Progress
You and the pupils must know that progress has been made.
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How will you know that progress has been made?
- When will pupils refer to and reflect on the learning objectives?
- How do you know progress has been made?
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How do the children know they have made progress?
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Will there be opportunity for peer assessment?
The first two areas, purpose and planning, are the scene setting, contextual elements, whilst the other three provide the meat of the lesson. When these questions have been considered it is far more likely that a teacher will have a good idea of what their successful lesson should look like rather than undertaking a simple, linear lesson plan.
This approach also provides a powerful framework for lesson observations and feedback. When I watch a lesson I tend to focus on one of pitch, pace or progress. It means that the observation can be focused whilst covering enough to be useful. In addition the feedback is couched in these terms and so observer and observed share a common vocabulary. This methodology was worth its weight in gold during a recent Ofsted where this underpinned our lesson planning. It came as no surprise that all teaching was seen to be at least good because the 5Ps cover all the bases of good lessons.
Teaching should be a creative process, feel free to use this to put some of the creativity into your lesson planning.
Dr Mark Whalley is a headteacher in Hampshire and blogs at Leading in Learning