Highly Effective Lesson Planning (H.E.L.P)

Lesson 2. In this lesson we discuss the need for us as educators to sharpen our axe in order to be cutting edge. We also run through the rationale behind mapping out a curriculum and consider how this has changed across time from the Romans to Industrial society (Ken Robinson points out the "world changes" - and so must we as teachers). We discuss the importance of being a cartographer of learning in order to become champion teachers. We learn that highly effective lesson planning will actually save us time and stop us from being the 'drowning teacher' and will lead to great outcomes, not least improved examination results. By the end of this lesson you will have developed a rationale for why bigger picture planning is so crucial.

The lesson concludes with a reflection/discussion activity designed to get you thinking about what skills/content a school curriculum should include.

Lesson 3. In this lesson we discuss different models of education such as the conveyor belt outlined by Robinson and the chicken farm highlighted by Yanoff. We also discuss the importance of typicality and bigger picture planning before moving on to discussing ways we can map out our existing curriculum, using the template provided. It is made clear there should be no 'door knob' planning and no 'Hindenburg lessons' if curriculum mapping is done effectively with "a clear and well defined destination" (Griffith and Burns). You are invited to plan with the end in mind and to think of what skills and knowledge you want your students to have by the end of their learning journey, rather than fixating on the first lesson of the year. We are also reminded that curriculum maps are fluid and don't have to be finished documents - and that this is okay. We are also reminded that no two curricula need to look the same.

In this lesson you are asked to draw out a map of your existing curriculum, and where possible to do this in twos or threes because this leads to 'why would you do it that why?' type conversations. The aim is to achieve a "rich, broad based curriculum not a narrow, impoverished one." (Robinson)

Lesson 4. Here we discuss how we make hard choices about the skills and content we choose to deliver to our students given the finite time available to us. We learn that a well-designed curriculum truly is a masterpiece and discuss how we can personalise our curricula to make them relevant and resonant, giving real-world examples. Thought is also given to how we should break down our curricula through spatial, chronological, genre and other mapping techniques to ensure depth and coverage. We also discuss the importance of sharing curriculum maps with our classes and ways to achieve this.

The lesson concludes with an activity where you are invited to revisit the visual curriculum map you created previously and to justify your selections using Robinson's 8 C's:

Curiosity

Creativity

Criticism

Communication

Collaboration

Compassion

Composure, and

Citizenship

Lesson 5. Inquiry units are clusters within our bigger picture planning. In this section we will discuss how to pick out these subsections in our wider planning and then how to tease out Essential Questions (EQs) from these. We are encouraged to know the difference between propositional knowledge and procedural knowledge and are invited to embed additional challenge and stretch into our planning. There is an editable download of a student learning journey which includes room for assessment, skills, and the bigger picture.

This lesson concludes by asking you to identify your inquiry units - shorter questions within the overarching bigger picture questions, on your curriculum maps and student learning journeys.

Lesson 6. Here we discuss the importance of pinpointing assessment checkpoints as well as competitions and outdoor learning within our curriculum maps. We are now becoming expert cartographers of learning and you will be able to locate the requisite skills and content which will spiral throughout your mapping. The techniques taught here will ensure your students are receiving the same diet and that they will be stakeholders in their own learning by knowing at which junctures they will be at at any given point. We will discuss the relevance of the growth mindset guru Carol Dweck in relation to this and give thought to the use of student questionnaires.

The activity given in this lesson asks you to pinpoint where your assessment will take place as well as the junctures you will create for enrichment opportunities on your curriculum map.

Lesson 7. Beere reminds us that a single lesson is only "a snapshot" of our teaching but nevertheless we want great snapshots. So in this lesson we consider the importance of the title itself as a hook. Titles should be individual, imaginative, and creative.

The activity to complete here involves choosing any single lesson from your curriculum map or learning journeys and sprucing it up and explaining it to a neighbour. Lesson titles are an underrated hook which will motivate your students to want to come to your class.

Lesson 8. In this lesson we discuss the physical planning record, often known as a lesson plan. An example is given which breaks the lesson down into connection, activation, demonstration, and consolidation phases. We discuss the importance of one percentiles and the need to pre-mortem everything as well as the significance of ensuring our planning is contemporary.

At the end of this lesson you are requested to review your individual lesson planning documents.

Lesson 9. In this lesson we explore the difference between lesson aims and objectives. Two suggested techniques include see, try, apply, secure and all will, most will, and some will. However, we also consider some of the pitfalls with aims and objectives and give thought to modelling as an alternative. You will be encouraged to become a model collector and to provide Blue Peter style examples (here is one I prepared earlier) rather than 'Scooby Doo' endings (where the model comes as a surprise revealing).

To conclude this lesson you are asked to craft your aims and objectives (or a model) for one of your own lessons.

Lesson 10. In this lesson we explore the four-part lesson (connection, activation, demonstration, and consolidation) and this is peppered with many real-world examples and a cocktail of learning styles. Within this we discuss how students are like popcorn - they pop at different times. We also run through ways to ensure our lessons have "desirably difficulty" (Bjork) and discuss the Goldilocks concept which computer gamers use to get pitch right - not too much, not too little, but just right. We also explain Nottingham's Learning Pit and give thought to Lemov's "culture of error" in order to ensure we foster resilience amongst our learners.

The activity given at the end of this lesson ask you to identify the four aspects of the lesson in one of your own lessons.