The ultimate purpose of any school leader, at any level, is
to ensure that the pupils receive teaching of the highest quality. Some schools
choose to be highly prescriptive about lesson planning but I believe that this
makes teaching little more than a technical undertaking and not the
imaginative, creative and exciting experience it ought to be for teachers and
learners alike. Rather than providing a rigid proforma that must be followed I
prefer giving teachers a framework within which they can create lessons.
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.
Pitch
The first two areas, purpose and preparation, 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.
A couple of years ago I introduced an approach I called the
5Ps. This suggested that before formally building a lesson plan teachers ought
to consider 5 key areas all of which contribute to a successful lesson. The 5Ps
stand for Purpose, Preparation, Pitch, Pace and Progress. For each one I ask
colleagues to consider a set of questions regarding the construction of their
lessons. These are:
Purpose
If a lesson is to be taught there must be a good reason for
teaching it.- 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?
- 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)?
Preparation
Are you ready to deliver the lesson?
- Do you have the right resources?
- Is the classroom fit for purpose?
- Do you need any special arrangements for the lesson?
- Are you safe (risk assessments)?
- How will you establish the appropriate atmosphere (behaviour for learning)?
Pitch
The pitch of the lesson must ensure that all pupils can
access the materials.
- 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 the needs be met?
Pace
The pace must maintain interest and ensure learning.
- 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 such that pace is maintained?
Progress
You and children must know that progress has been made.
- 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?
- How do the children know they have made progress?
- Will there be opportunity for peer assessment?
The first two areas, purpose and preparation, 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 lessonobservations 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 back into your staff’s planning.
Update: please take a look at the 6th and 7th P which I describe elsewhere; hopefully they may provide the icing on the cake!
Update: please take a look at the 6th and 7th P which I describe elsewhere; hopefully they may provide the icing on the cake!
