Lesson plan - meeting the needs of an individual child PDF

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Further Education and Training Lesson Plan Date & Time 24.03.2015 3pm

Subject Early years and education

Curriculum level Length of lesson Level 2 Early Years 3 hours Educator

Venue TL3:04

Total No. of Students 18

Learning Aim for the lesson … 1.) Describe what card is subjective or objective 2.) Suggest how you would plan for an individual child 3.) Devise a plan to meet the needs of individual child

Differentiated Learning Outcomes: By the end of this lesson students will be able to….. 1. All will be able to describe what subjective and objective mean 2. Most will be able to suggest how you would plan for an individual child 3. Most will be able to devise a plan to meet the needs of an individual child 4. Some will be able to evaluate the overall purpose of an individual plan for a child.

Key Vocabulary Observation, key person, EYFS, individual plan, targets, activities, assessment, scaffolding, tracking, objective, subjective.

Maths / Numeracy Focus

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English / Literacy Focus / Key vocabulary

Role of additional T&L support

Learners will improve their numeracy skills during the session. Students will be set against the clock timer when they are completing their group work discussions.

Reading, writing, discussing, presenting information, punctuation, grammar, spellings. Linking reading and writing to EYFS and planning for an individual child (relates to their practice).

The students will have to keep looking at the time on the stopwatch to recognise how long they have left of the task.

TEL Focus Extension Activities The learners will be watching video clips on Learners will be given additional challenges the interactive whiteboard. including further questions on the topic; learners will undertake a wider role in the feedback process. The students will write on the interactive I will deeply question the students by asking both whiteboard and they will read the open and closed questions. information from the interactive whiteboard. Questions will be differentiated throughout the session. The students will be asked to plan a play activity for an individual child.

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. I will repeat instructions if students are unsure on what is required of them. The resources will be handed out to students. SEND Focus There are two learners with autism who need assistance with keeping focused and on task. The students may require time and space and I will bring them a structure and routine to the lesson to keep them calm and focussed. I will ask for support from my learning support worker; the support worker will sit with the learner’s one to one basis and support them both. The lesson will be stimulating and engaging to ensure that the learners are motivated within the lesson. Extra help and support will be given to the learners.

Wider Skills (Links to the workplace/employment and/or continuing studies) How are the lesson activities relevant to the students’ aspirations? 2|Page

Learners are all aiming to become working early year’s practitioners therefore they need to have developed a strong knowledge as to why and how they plan individual activities for young children. It is important that they can plan activities for young children on their work placement to ensure they promote children’s development even further.

Lesson Plan Time

Link to Learning Outcome number

25 minutes

1.1

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

Introduce the topic of the session

Student Activity Identify the techniques used to differentiate for ALL Learners

Observe the session; listen to the introduction of the topic.

Assessment Strategies Used to Ensure Progress of All Learners

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

Self-reflection Prezi powerpoint Discussion

Explain the learning outcomes of the session

Listen to an explanation on the learning outcomes.

Worksheets Self-management Socrative quiz

Objective and subjective worksheet – starter prior knowledge

Complete the socrative quiz on the meaning behind subjective and 3|Page

Worksheet – understanding of objective and subjective

Undertake the online socrative quiz in relation to the meanings behind

40 minutes

1.1, 1.2

objective Look at EYFS – Ask students to look in EYFS and respond such as name the specific areas of learning and development

subjective and objective. To read and review the EYFS and look at prime and specific areas of development.

Produce a poster on the prime and specific areas of the EYFS and provide examples from their professional practice.

Students produce a poster on the prime and specific areas of the EYFS.

Come together and share findings – can we scaffold onto them with each other’s suggestions?

Discuss ideas and share thoughts in relation to how practitioners scaffold children’s learning.

1.1, 1.2, 1.3

35 minutes

Participate and listen to peers’ point of view including learners’ own opinions. Produce a resource for a child that would help to promote the child’s development further. Think creatively using the materials provided to make an effective resource.

15 minutes

1.1, 1.2, 1.3

Show youtube clip on Chinese child playing in the role play area –what is your aim? What did you observe? What are his needs? What are his next steps?

Create a resource that would be appropriate and stimulating for a young child to promote their development further. Watch youtube clip and answer the questions written on the whiteboard in relation to the clip.

Self –assessment Assessing learner involvement

EYFS booklets

Discussion – integral part of the session

Work booklets Powerpoint

Question and answers – topic related Shout out-plan Task evidence Creative thinking

Team work – recap – group task Reflective thinking – devise a plan

Whiteboard Timer Materials for resource/s

Video clip Interactive whiteboard Whiteboard pen

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Discussion – share thoughts and feelings (Timer) Look through a catalogue at the activities and toys used to support baby and a young child’s development. 30 minutes

25 minutes

10 minutes

1.1, 1.2, 1.3

1.1, 1.2, 1.3

1.1, 1.2, 1.3

Cut out and stick pictures out from the catalogue that they thought were beneficial to support an individual child through their play and learning. Produce a collage of these pictures on a poster and briefly write down next to each picture the reason for choosing this piece of equipment to support a child’s holistic development. Select an age of child from EYFS look at theme and then plan for the age of the child taking into account the child’s progress. Write up a written poster that explores planning for young children to support their holistic development. Refer to learning objectives and complete learning objective forms.

Share answers and thoughts on the clip with the group. Review images of toys and resources in the catalogue and pick images that support child development. Students will cut out and stick on images in a collage form. They will explain and describe the purpose of the toys they have chosen to support child development.

Effective participation – taking part Self-participation

Question sheet Catalogues

Scissors Assess learners’ knowledge and understanding of the topic

Glue

Coloured paper Independent enquiry

Select and plan for a young child in the early years. Produce a poster to display their information.

Tick off what they have achieved in the lesson (session outcomes) and write down in two sentences what they learned overall. Independent Study (to enhance prior, existing or potential knowledge and skills)

Independent Enquiry – asking questions and working independently Self-management – managing own time and written task Self-assessment against learning outcomes.

EYFS Coloured A3 paper Pens Learning objectives

The students who have finished will be given an activity to research why we track children’s learning. The students will have to research the 5|Page

underpinning behind tracking and attaining children’s progress; they will display their answers using a word processed document in an essay form of 250-300 words. The students will be given laptops each and access to the internet to research their findings.

Lesson Evaluation What was successful / not so successful? What was the impact of this on student progress? Evaluation Student Learning and Progression Did all the students achieve the intended learning outcome/s? (How do you know?) The learning outcomes of the session were achieved by all of the learners to a high standard because the learners each wrote down the meaning of both objective and subjective on their worksheets providing examples linked to their practice. The students also stated what the prime and specific areas of the EYFS were and they also managed to remember these at the end of the session when I questioned their knowledge on them. The students were able to state how to scaffold a child’s learning as they informed me that practitioners must observe, assess and plan and implement activities and future learning in order to scaffold a child’s learning. The learner created their own individual plans linked to a suitable activity that they could provide for a young child. How do you and your students know that they have ALL made timely progress? The lesson ran smoothly because learners all achieved the lesson outcomes as they each ticked them off on their lesson outcome sheet and then they wrote two sentences to explain what their understanding is of the topic. The students all arrived on time to the session and there were no absences within the session. The learners listened well and they all took part in an active discussion as we sat around in a circle discussing their own ideas and viewpoints on the subject matter.

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Teaching & Classroom Management How has your planning and teaching ensured positive behaviours that are highly conducive to learning? The learners all behaved exceptionally well as the students were responsive to my teaching; there were no mobile phones or learners chewing gum in the session. The learners took their coats off and put their bags under the tables without me having to ask them. There was the occasional chatter in the classroom yet this was due to having a classroom discussion yet I prepared for the noise levels raising slightly but I calmed this down by speaking assertively to the students and reminding them that we have to listen to everyone speak individually otherwise learning would not take place and they would be disrespecting their fellow peers. Planning & Subject Knowledge How could you further develop pedagogy to improve your planning for future learning? I think that I could of have improved my teaching and learning further by producing more creative activities that will help to engage my learners as I think the session lacked stimulation. I think also I could have provided more technology to increase learners’ awareness further about the types of technology they can actively use such as Prezi, Powtoon, Emaze and Triptico. This use of technology would have promoted the session further and it would have made learners more competitive to learn more through interactive quizzes. I could have also repeated instructions to my learners a little bit more because I feel at times my learners were a little bit confused on what they had to do and therefore I had to tell the learners on a one to one basis on what they had to do. I think this was important to also help benefit the learners in the class with autism as they need that structure and support.

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What will you take forward to your next lesson? ….. In my next sessions I will make wider use of the EYFS (2014) booklet as I think this will best inform my learners on how to meet babies and young children’s individual needs and how to plan activities. I will also make use of the Prezi presentation as I think this enhances the learning experience for my learners and it engages them right from the start of the lesson.

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