Lesson Plan Rationale
As proposed by Dymoke and Harrison, good lesson planning is essential to successful teaching in so far as stating, `It is often the case that poor teaching, classroom management and behaviour stem from lack of explicit planning` (2008, p.122) It is suggested then, that thorough planning is fundamental to the successful learning of pupils in many ways. Whilst allowing the teacher to follow a process of thinking, providing a mental practice session if you like, the act of planning therefore becomes an imperative aid for both student and teacher.
Throughout this rationale, the key elements and processes of meeting planning requirements will be discussed with specific reference to a series of three progressive examples (see appendix). The lessons have been created with a view towards teaching pupils dance at Key Stage 3 within a unit of six lessons. The extensive elements of lesson planning in this sense include: class and subject details, learning objectives, differentiated learning outcomes, student targets in relation to standards and previous lesson evaluation, pupil learning activities, teaching role, strategies and points, organisation and risk assessment, assessment for learning strategies and finally lesson evaluation to include targets for the next lesson and reflection of teaching, management and organisation.
Dymoke and Harrison, highlight the necessity for teachers to consider the broader spectrum intended for pupils to be guided along, `in relation to both previous learning and future directions`. (2008, p.114) At this stage, however, the target group of thirty two year 7 pupils are at the beginning of their secondary education having attended a total of six dance lessons thus far. The key consideration here then may be to look at what they learned during their previous unit so as to ensure continuity and avoid unnecessary repetition. If teaching isolated lessons encourages a progressive thinking to be flawed, then it is important to consider the
Throughout this rationale, the key elements and processes of meeting planning requirements will be discussed with specific reference to a series of three progressive examples (see appendix). The lessons have been created with a view towards teaching pupils dance at Key Stage 3 within a unit of six lessons. The extensive elements of lesson planning in this sense include: class and subject details, learning objectives, differentiated learning outcomes, student targets in relation to standards and previous lesson evaluation, pupil learning activities, teaching role, strategies and points, organisation and risk assessment, assessment for learning strategies and finally lesson evaluation to include targets for the next lesson and reflection of teaching, management and organisation.
Dymoke and Harrison, highlight the necessity for teachers to consider the broader spectrum intended for pupils to be guided along, `in relation to both previous learning and future directions`. (2008, p.114) At this stage, however, the target group of thirty two year 7 pupils are at the beginning of their secondary education having attended a total of six dance lessons thus far. The key consideration here then may be to look at what they learned during their previous unit so as to ensure continuity and avoid unnecessary repetition. If teaching isolated lessons encourages a progressive thinking to be flawed, then it is important to consider the