Lesson Template as a ppt



I have found myself changing the way I try to present ideas to students and how to check their understanding regularly, sometimes even weekly, after reading ideas on Twitter or reading PD books.

As well as changing the way I approach my lessons I have found myself forgetting ones that really resonate with me when I do read about them. I often try an idea, find it useful ad then after planning a few more lessons I try a new idea and forget the original one.

For these two reasons I decided to make a lesson template that I have saved as a PowerPoint. My thoughts behind doing this is that I can include a number of slides that have place holders for ideas that could be used in lessons. I do not have to populate each slide, if there is an idea that will not work for that lesson then I simply delete the slide. I consider this PowerPoint document not to be completed as my intention is to incorporate new ideas that will invariably come along as I continue to find wonderful ideas on edutwitter, in books and from CPD events at my school.

The following is a breakdown of the slides to my original PowerPoint.

https://docs.google.com/presentation/d/e/2PACX-1vTBgjkaXoCe72zrLG13KgTWYQagp4Ndd6r3DtytINdFE93cY87YBBPUsh5KwtupcA/pub?start=false&loop=false&delayms=3000

My first slide will be updated to detail the topic for that lesson.

Slides 2-5 came from a school CPD session. The purpose is to remind the students about the unit we are looking at, what we went through in the last lesson, what we are learning today, with an example of what I am hoping the students will be able to do at the end of that lesson. The first 5 slides are updated and used in each lesson.

Slides 6 and 7 cover interleaving and retrieval. I sometimes use both these slides, but often I will only use one. For retrieval I will include some quick questions about a topic that we have previously looked at; for interleaving there will be questions on a topic that we might use in today's lesson. I tend to also include the answers for the retrieval questions as I do not want to spend too long on these. If there are issues with the interleaving questions then I will take the time to go through them in more detail as they are a foundation for this lesson.

Slide 8 is my first slide on modelling a part of the lesson. I include the image of the front cover of 'Dual Coding With Teachers' (1) to remind myself that this is a great way to give students two opportunities to think about the example. Often I just have the image on the interactive white board whilst I silently model the step.







Slide 9 Questions and opportunities to check for understanding. Following Rosenshine's principals of education (2)






I have three questions. The first I do, then we work through the second one together and the third one the students do on their own. This also acts a reminder to ask many questions; checking that the students can explain each step and why they did what they did.

Slide 10 reminds me to give the students a chance to demonstrate their understanding. I display a few questions (typically 5) and ask them to do the working in their books. When we are ready I will ask the students to use mini white boards to show me their answers for each question. From this I am able to see which students are able to tackle the questions on their own, who might need a help sheet (covertization {3})and who needs to work in small groups with me to go through the questions. This is my interpretation of one of the ideas from Teaching for Mastery (4).




Slide 11 is also about questions, and this is a slide I always keep. It reminds me to think about questions that I need to ask in the lesson to see how students are progressing. I tend to ask, Can you explain why this happens? Can you see why we need to do it this way? Is there another way of doing it? If you know this, what else do you know?

Slide 12 is similar to slide 10 and it is another reminder to check that everyone has the support they need to progress through the questions.

Slide 13 is also based on Teaching for Mastery and Rosenshine in that we are looking for a high student attainment. If they have not got 80% of the questions right then we need to spend sometime revisiting this sub-topic. This is usually only required for a few students, so slide 14 is a repeat of slides 8-13, but for the next sub-topic. After going through these slides with the whole class I will try to ensure everyone understands and can do the first sub-topic.

My final slide is to remind me to set independent working. The are three excellent sources of maths work for this slide (as well as text books); resourceaholic (5) which is excellent for finding a number of sets of questions arranged by topic; https://variationtheory.com (6) which is excellent for finding a relevant topic and setting a number of questions that get slightly harder and corbettmaths which is a wealth of resources for any number of maths topics at different stages of school.

These are just my initial thoughts on the topic. I will be incorporating other ideas as I progress. If you have any comments, especially if I have misinterpreted something then I do welcome feedback/




References:

(1) Rosenshine's Principals in Action by Tom Sherrington
(2) Dual Coding with Teachers by Oliver Caviglioli.
(3) Covertization See http://conceptionofthegood.co.uk/?p=777
(4) Teaching for Mastery - Mark McCourt
(5) https://www.resourceaholic.com/
(6)https://variationtheory.com/
(7) https://corbettmaths.com/

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