Switching off whilst staying switched on... A Summary:
Recently I have seen further constructive conversation on edutwitter about planning for the new academic year; 'how much should I be doing during the summer hols?', 'Is working through some of the holidays inevitable to avoid being under prepared?' and so on...
If you are reading this, it may help to reassure you that even after 15 years of teaching in the FE sector, I am yet to find the secret recipe!
This was the theme of my previous blog post; and through feedback from other teachers and tutors the balance is dependent on what works best for you and your own way of working; and not to mention what variables, commitments and values dictate how you spend your summer weeks!
In summary, don't be harsh on yourself, be realistic, and what ever prioritising your own physical, emotional and mental well-being looks like to you, do that!
The Chicken or the Egg?
Before I start, like my previous blog post, the thoughts I am putting down are not intended to be prescriptive or instructive; they are part of a conversation, and a perspective. It seems from my early ramblings that the topics I am covering appear to be related to aspects of my practice I am looking to improve or adapt; a running theme maybe...
Today is Friday, I return to work on Monday; so the angst and internal to-do listing is close to being in full swing! Each year, I present myself with that famous four-word question; 'Where do I start?'.
Like with many problems, I immediately (and probably erroneously) look for a standardised solution in the work others are doing; What does the planning process look like? What should I do first? Does the 'scheme of work' come before resources, or the other way round? What do I need to have ready for every lesson?
My approach to planning has undergone numerous changes, and it is now something I am trying to streamline and make more effective; creating planning tools I will actually use and refer to, rather than to wave under the nose of a lesson visitor just to tick a box!
Some more pertinent questions I now ask myself when approaching the planning process:
What is going to help me (and students) see the journey?
How will I plan for assessment?
Are there any changes to the content I need to revisit?
How will I instill opportunities for retention and retrieval?
Again, the list is not exclusive to just these questions; it often depends on the unit/topic/module and more!
Evolution, Not Revolution!
Throughout my practice I have accrued a great number of resources, ideas, strategies, and tools for teaching and learning; some built my me, but mostly built from the influence and adaptation of the work of teachers who have come before me, or have been collaborative enough to share. So, I rarely feel like I am starting from scratch when I try to visualise what a theme of teaching and learning might look like; there is often enough to go off to form a blueprint or an initial plan of action.
The difficulty is in knowing how to put this blueprint down in writing in a way that it can be used as a tool to help the day-to-day! In conversations with some of the fantastic edutwitter lot recently about where to start, there have been some really useful suggestions on creating 'the big picture', such as; using post-it notes to create an adaptable timeline, using laminated sheets or a chalk wall to sequence learning, and creating a 'story board' to visualise the plan.
The majority of what I do is in vocational subjects. Here is what I do to help create this 'big picture', and then turn it in to a series of sessions which hopefully promote deep and meaningful learning:
1. Develop an understanding of the spec:
Even if I am teaching a unit or subject I feel I am familiar with, I always check for any changes or updates to the specification.
I make sure to read any guidance about delivery and assessment; as this often informs some requirements for the unit or topic.
2. Familiarise myself with the assessment criteria, and the method(s) and requirements for assessments:
Before considering any lesson content, I refer to the assessment criteria and indicative content. I find this is important in making sure that any T&L planned reflects at least what students will be measured against (more about teaching beyond the curriculum another time...).
NB: If a unit is externally assessed via a written exam, I create a map of past-exam questions that inform the assessment element of related lessons or opportunities for independent study.
3. Create a week-by week content 'schedule':
Once I have been informed of my teaching hours with a particular group, and the number of lessons I have each week, I begin to break up my interpretation of the indicative teaching and learning content in to a weekly outline; this eventually develops in to my 'Scheme of Work'.
4. Growing the 'Scheme of Work':
Once I am happy with how I have balanced out the T&L content across the relevant number of guided learning hours for a unit, I develop the 'lesson blurbs' from the schedule above in to a scheme of coherent lessons including assessment and independent study. I try not to make the weekly schedule and the scheme two separate things and double the workload; instead I try to make one develop in to the other.
I also usually approach each lesson according to my own 'flexible structure' for the planning of individual lessons; more on this below!
5. Planning individual lessons:
One of my own personal reflections from my PGDE course was that it didn't go far enough in preparing me for planning and scheming teaching and learning; I actually can't remember a single lecture or seminar on how to create a lesson plan (it is very different now I am sure)! It has taken me a long time, and many sub-quality lessons to realise that what works for me, and my students is a specific structured approach. Not structured to the point where lessons are repetitive and predictable; but in a way that puts on stamp on the expectations for learning when students enter my classroom, and promotes a recognisable, almost signature style and approach hopefully allowing students to trust the process (I say this to students a lot!).
I am no educational theorist, but for me having a flexible structure I can go back to gives me a starting point and a direction for each lesson.
Here is a brief overview of how I break up this 'flexible structure':
- Strong Starts: Regardless of the time of year, I try to have some visual reminder for students of the standards and expectations I have of them as they enter my classroom. I try to present it to them in such a way that instructs them that they should demonstrate they are ready for the lesson; but I also try to ensure it rolls in to a starting activity that is awaiting them as they take their seat. You could see this as a way of not giving students any opportunity to look to distract as they sit among their peers...
- Group Exploration of a Concept: This is the first 'teaching and learning' bit where the students are presented with learning objectives/projected lesson outcomes, and the key indicative content begins to be explored. This sometimes feeds in to tasks and activities centered around groups or pairs; and the amount of teacher exposition depends on the topic. A wide range of group activities can be applied here, learning rotations are some of my favourite techniques and there are a variety that can be used! This stage can also be supported by a range of questioning strategies! If you haven't looked at 'WalkThru Clusters' yet, I think they are a great lesson planning tool!
- Individual Practice of a Concept: The group activities above often feed in to opportunities for students to demonstrate their own individual understanding of a concept. Again, there are hundreds of strategies that can be applied here; from extended writing, to dual-coding methods, and everything in between! This is where feedback forms an important part of learning, and it can be provided concurrently and/or terminally. There must be some formative assessment of this individual practice to make it a meaningful activity.
- Checking for Knowledge and Understanding: I try to provide an activity as often as possible at the end of lesson which provides students with a clear and measured assessment of where they are in terms of the projected lesson outcomes. In a vocational setting where assessment is internal, this is often through an application of knowledge and understanding to a scenario or situation which mirrors how they will be assessed (e.g. a snapshot of a related summative assessment).
I sometimes find it easier to plan this stage of the lesson however for externally assessed units; where past exam questions can be used and manipulated to create good self-assessment opportunities. This stage of the lesson doesn't always take place in the lesson, it can take place as an independent study task as well, and again provides a great 'in' for formative assessment!
In summary, the varied selection of T&L strategies make up the nuts, bolts and cogs of each lesson, and gives flexibility to this 'structured' approach as I have labelled it. This I suppose is also where teaching and learning styles can be individualised.
For me, it also provides opportunities for retention and retrieval, and for moving students from the 'learning zone', in to the 'assessment zone'.
Finally, from my experience as an NQT and through working with NQT's, if nothing else this bridges a gap between learning about teaching and teaching in practice.
And, of course it might provide an answer to that question: 'Where do I start?'.
What Next?
What is next for me (other than actually planning) is to find ways to translate T&L planning for students, so that they can see the learning journey in their terms.
I am currently planning a display board for my classroom which will hopefully instill ownership and responsibility in to students with regards to how they manage their time around the planned curriculum, independent study and key assessment dates.
I would appreciate any reflections, feedback and perspectives on the planning process in the comments or on Twitter: @ChrisWildePE
Enjoy what ever you have left of the summer break, and Good Luck!
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