Lesson plan and evaluation - observation 1 PDF

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Further Education and Training Lesson Plan Date & Time 25.11.2014

Subject Early Years and Childcare

Curriculum level Level 2

Length of lesson 2 hours

Venue TL3: 04

Total No. of Students 18

Prior learning / Assessment to inform planning (Please also refer to Rationale) For example: What happened in the last lesson to inform your planning? How has the data for this group identified in your rationale informed your planning to accommodate the needs and abilities of all of your learners? What is your behaviour for learning plan for this lesson? The previous session highlighted that the students developed a good level of learning as they achieved all of the aims of the session yet I need to structure and plan my time accurately and efficiently to ensure learning takes place (Wallace, 2011). Student feedback highlighted that I need to provide a more interactive session instead of providing worksheet based learning (Duckworth, 2014). I must also implement a deep level of directed questioning to ensure all learners are on target within the lesson and provide opportunities for peer learning and collaboration (Otten, 2013). This links to Albert Bandura’s social learning theory whereby students learn from the observation and imitation of their peers (Akers and Jenson, 2011).

The feedback from the teachers and students from my previous session informed that their learning needed to be more hands on and stimulating (Steward, 2010). Furthermore, I will demonstrate positivity and enthusiasm to promote positive behaviour throughout the session (DfE, 2012). I aim to outline the use of rules, routines and boundaries to students by informing students of the three behavioural rules in the session (Bostock and Wood, 2012). This distinctively links to Albert Watson’s classical conditioning theory which places emphasis on the importance of learning from the environment (Ashford and LeCroy, 2009).

Moreover, Watson’s theory highlights that it is the teacher’s responsibility to ensure that students associate positive emotional experiences with their learning (Goldstein, 2011). For example, learners will be encouraged to value and listen to the input of their peers in group discussions to ensure learners continue to contribute to future discussion as they have gained a positive response within their previous contributions to the class (Tuckman and Monetti, 2010).

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Learning Aim for the lesson … By the end of the session the students will be able to: L01 – Explain the term school readiness. L02 – Explain how the early year’s practitioner supports children to prepare for school. L03 – Describe the holistic needs of the child as they prepare for school. Differentiated Learning Outcomes:

By the end of this lesson students will be able to….. 1. All will be able to state what is meant by the term school readiness. 2. Most will be able to explain how the early year’s practitioner supports children to prepare for school. 3. Most will be able to describe what the school’s role is when preparing children for school. 4. Some will be able to evaluate strengths and weaknesses that schools may encounter during a child’s transition period.

Key Vocabulary School readiness, transitions, observation, key person, assessment, stages, development, holistic, learn, experiences, environment, activities. Maths / Numeracy Focus

English / Literacy Focus / Key vocabulary

Learners will improve their numeracy skills The learners will develop their literacy skills through the during the session. Students will be ordering, use of a variety of key words and vocabulary. classifying and sorting the order they would There will be several opportunities for students to be take to solve the case study. writing on activity worksheets and post it notes. The students will be asked to keep count of how Learners will develop their reading by reading the many words they have crossed out on their powerpoint, case studies and bingo sheet.

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Role of additional T&L support Learners will be provided with extra help, support and guidance. Differentiated questioning techniques will be implemented. Students will be asked open and closed questions and activities will incorporate peer learning and support.

bingo sheets. The students will also be asked to add up their answers on the word bank sheet and Learners will improve their speaking and listening skills give themselves a mark out of ten. by watching video clips, listening to the powerpoint and speaking in class discussions. TEL Focus Extension Activities

I will repeat instructions if students are unsure on what is required of them. The resources will be handed out to each of the students.

The learners will be watching a video clip on Learners will be given additional challenges including the interactive whiteboard. further questions on the topic. Students will undertake a wider role in the feedback process. The students will read the information from the interactive whiteboard and there will be I will deeply question the students by asking both open opportunities for the students to write their and closed questions. The students will continue on to answers on the interactive whiteboard. the next page in their work booklets to stretch and challenge them if they have finished.

There is one learner who has a support worker throughout the session each week to help her. The learner needs assistance with keeping focused and on task.

SEND Focus

The lesson will be stimulating and engaging to ensure that the learner is motivated within the lesson. Extra help and support will be given to the learner.

Questions will be differentiated throughout the session to promote levels of lower and higher end of Bloom’s Taxonomy learning. Wider Skills (Links to the workplace/employment and/or continuing studies) How are the lesson activities relevant to the students’ aspirations? Learners are all aiming to become early year’s practitioners and/or hoping to gain employment within the early year’s sector (Wallace, 2011). Therefore, as part of their role they need to become aware of school readiness and how they would help a child on their work placement to undertake a smooth transition into formal schooling (Gravells and Simpson, 2008). It is essential that the students have an overall awareness of what school readiness means, how they can support children’s readiness to learn and how they can promote the holistic needs of children in preparation for school (Kahu, 2013). The video clip the students will be watching is a good example of how early years settings promote school readiness for young children and students can relate to the clips as they will have witnessed this on their own placements (Mortiboys, 2005). In addition, the case study activity will help the students to gain an understanding on how they would resolve any issues linked to children’s readiness (Duckworth, 2014). The activity word bank sheets enable learners to consolidate on their existing knowledge they have learned during the session and expand their learning on school readiness further (Hillier, 2006). The bingo activity will allow students to look at the words they have learned associated to school readiness and they will be asked to provide a brief summary on each of the words as we go through the activity to promote their learning (Pelvin, 2014).

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Lesson Plan Time

Link to Learning Outcome number

Teacher Activity Aim and Outcomes, Teaching Activities, Revisiting Outcomes & Consolidation

Introduce the topic of the session Explain the learning outcomes of the session 10 minutes

Student Activity Identify the techniques used to differentiate for ALL Learners

Look at the video clip and define school readiness. Write down six words associated with school readiness.

1.1 Give out the activity worksheets to students. Promote and facilitate discussion from the short video clip and stimulate questioning. Show powerpoint to aid understanding on school readiness.

Assessment Strategies Used to Ensure Progress of All Learners

Resources e.g. TEL, Other Adults, Materials and Equipment

Observation

Powerpoint

Stretch and challenge Q & A responses

Activity worksheet

Verbal responses Q & A responses

Powerpoint

Write on activity hand out sheet.

Answer questions Observing and listening to information on the powerpoint.

Wordbank sheets 10 minutes

10-12 minutes

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1.1

1.2

Give students each an activity wordbank worksheet linked to the session.

Complete the fill in the gaps sheet on the first part of the session.

Swap answers with peers on worksheet. Discuss with group. Show powerpoint to further students’ understanding

Observing and listening to information on the powerpoint.

Verbal responses

Powerpoint

Give learner a bingo handout and ask

Complete the bingo worksheet.

Q & A responses

Bingo worksheet

them provide definition of words during the activity. Finish powerpoint to consolidate learning. Provide learners with hand-outs on the case study scenario.

10 minutes 1.3

Observe peer interactions and responses and circulate the room providing help and guidance to learner. Facilitate student feedback and discussion and direct questioning.

25 minutes

1.1, 1.2, 1.3

Students will be provided with a case study relating on how to deal with school readiness. Learners will answer three open ended questions on their activity sheets. In pairs learners swap their sheets and discuss their individual answers with each other. Group discussion.

10-12 minutes

1.2

1.1, 1.2, 1.3

Written and verbal feedback. Assess levels of motivation, engagement, involvement and contribution within the group.

Assess learners’ knowledge and understanding of the topic.

Workbooklets EYFS

Students will produce a poster on how the early years practitioner helps the child through transitions

Students will complete page 8 on their work booklets (poster)

Check students’ learning through assessment booklets.

Workbooklets EYFS

Support and help students through their work booklets.

Guide learners through the task and provide further information.

Students will write one aspect of their learning from the session. Stick notes on whiteboard.

Learners will write on post it notes and stick on whiteboard.

Verbal responses Q & A responses

Post it notes Whiteboard

Group discussion on what they have learned.

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Powerpoint Case study

Students will complete pages 3, 4 and 5 of their work booklets.

Students will complete parts of their work booklets. Help and guide students through their work booklets.

30 minutes

Independent enquiry.

Discuss their ideas with their peers and the class.

Independent Study (to enhance prior, existing or potential knowledge and skills) Learners will complete an active questioning session on the topic as well as a wordsearch relating to school readiness to aid the students’ understanding even further. The students that have finished all of the assessment criteria will complete the word search to help familiarise themselves with key words relating to the topic.

Lesson Evaluation

What was successful / not so successful? What was the impact of this on student progress?

Evaluation

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Student Learning and Progression Did all the students achieve the intended learning outcome/s? (How do you know?)

Every student achieved the learning outcomes of the session to a high standard (Scales, 2014). The students were all able to identify and write down on what is meant by a transition and how we support these (Huddleston and Unwin: 2013). The learners all successfully solved a case study on transitions by using their critical thinking skills and understanding from the session (Turnbull, 2013). At the end of the session I deeply questioned the learners by asking them to evaluate the strengths and weaknesses of the strategies used to deal with transitions; I deeply questioned higher level learners to help them in achieving the end learning outcome (Curzon and Tummons: 2013).

The students were all very responsive to the deep questions that I asked them; I assessed all of the learners at the end and beginning with the hotseat activity whereby learners had to think of what the picture behind them was when they were in the hot seat and when they completed the memory game (Hillier: 2006). I implemented the use of socrative questioning whereby I questioned the learners’ knowledge much deeper by asking open ended questions; students provided more detailed and descriptive answers as a result of this (Paul and Elder, 2006). A majority of the learners completed all of the tasks to an excellent standard and the students were able to relate to subject related vocabulary by the end of the session (Race, 2014). A minority of the learners did not get to finish off their work booklets due to a lack of time to finish the booklet and in which case I underestimated the amount of time needed to complete the task yet they all produced work at a high standard; I will make sure learners are all on target for next week (Learning and Teaching: 2014).

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How do you and your students know that they have ALL made timely progress? The learners were all active and engaged in their learning throughout the lesson and they all inputted by completing the tasks and answering questions asked to them (Mortiboys, 2005). Some of the students shared some examples of transitions linked to their placement that they had experienced in regards to their own teaching practice. All of the students were able to relate to the different working professionals that help students through transitions and they all understood the strategies to overcome it (The Education and Training Foundation: 2014).

In addition, I always provided positive learner feedback to the students; praising their efforts and achievements and I was always on hand to help and guide the students through their activities (Scales: 2012). This links to B. F. Skinner’s operant conditioning theory which relates on positive reinforcement which refers to strategies to strengthen a learners behaviour e.g. stickers (Richelle, 1995). Negative reinforcement is for teachers to aim to remove negative behaviour in order for students to develop positive behaviour e.g. to deduct five minutes from their break time (Robson, 2007). Although, I think that I could have provided more instructions to the class such as how long they had to complete the task. This would have reassured students on the time scale that I wanted them to aim to progress at as this would have helped their learning and my teaching more time effective and structured (Hillier: 2006).

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Teaching & Classroom Management How has your planning and teaching ensured positive behaviours that are highly conducive to learning?

I planned and prepared three activities for the learners to complete these included one individual activity (writing on their whiteboards on questions related to transitions), one paired activity (a case study) and one group activity (a memory activity) (Gravells and Simpson, 2008). I aimed to make accurate use of these different and varied learning styled activities to engage, promote and cater for positive learning behaviour in students (Wallace: 2011). This has clear links to Jean Piaget’s cognitive theory (1952) on schema’s as Piaget believed learners assimilate and accommodate new and existing schema’s by storing new information on new ideas and concepts (Goldstein, 2011).

Moreover, I also made a prompt start to the session introducing a video clip to begin with to capture the learners’ attention and I wandered around the students as they were completing their hand outs by helping students where it was appropriate (Petty: 2009). There were no behaviour issues throughout the session; I had plenty of activities to keep the students busy and the session was interactive and mainly student led which created a positive learner atmosphere (Pelvin: 2014). This links to Lev Vygotsky’s Zone of Proximal Development (1978) where a student learns by having a go for themselves and then the teacher steps in and guides the learners if they need to support to promote the students’ learning (Turnbull, 2013).

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Planning & Subject Knowledge How could you further develop pedagogy to improve your planning for future learning?

Another improvement I will make for the next session is that I will aim to communicate with students after they have finished a hand-out rather than speaking during the hand out (Steward: 2010). I found that this detracted from their learning which lead to them not being able to listen to what I had said which may have been really important to their learning (Weyers: 2006). I recognised I need to provide more instructions and clarification for learners by telling them the length of time I aim for them to spend on each activity etc (Scales: 2012). Finally, I think I could have incorporated and embedded the use of Maths a lot more through questioning techniques (Robson, 2007). For example, by asking students what the date did the EYFS (2014) come into force?. (Killen, 2007). This links to the Wolf report (2011) as the report highlights the importance of teaches embedding the use of Maths and English in their teaching sessions and I will endeavour to do this by researching strategies and techniques on how to incorporate Maths and English in my lessons (Tuckman et al, 2010).

How could you further develop imaginative and creative approaches to ensure individual needs and interests are supported? The case studies could have been devised by the students themselves on transitions by undertaking some background research (Tummons, 2012). This would have empowered the students and kept them focussed on the session in a creative way; the students could then have read out their examples to their peers and fed back to each other (DfE: 2014). I could have made use of a concept map where students could identify the links between each aspect of learning as this would have made the theory part of the session a lot easier to grasp (Goldstein, 2011). This closely links to Joseph Novak’s theory (1980) on the use of concept mapping as a way of organising and representing learner information to the students (Novak, 2010).

What will you take forward to your next lesson? …..

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Firstly, I need to improve on my inclusivity making sure every learner participate equally (Otten: 2013). I need to manage behaviour and keep down the noise levels in the classroom (Weyers, 2006). Furthermore, according to McGill (2011) the assessment for learning association states (AfL) that teachers need to make use of the Pose, Pause, Bounce and Pounce (PPBP) technique. I need to make use of this technique whereby you ask the students a question let them reflect on it, plan in your mind who you are going to ask and then ask a student by using their name to answer it, and then bounce around the classroom to ask another student their ideas and try to deeply question the student (Vizard: 2007).

Secondly, my resources could have been a bit more colourful and made use of pictures to stimulate learners (Race: 2014). My time management needs to real...