Week+4+-+Lesson+Planning

__Week 4 - Lesson Planning__
by Hazal Doruk

I don't think Pete's lecture could have come at a better time as we are all feeling a tad anxious about writing our own lesson plans for various projects in the course! Sorry guys, I know this is going to read like a lecture, but I wasn't sure how else to present it as it was quite informative (and useful). Hope you don't fall asleep while reading... ;o)

The first part of Pete's lecture was an overview of VELS. He explained that VELS, which outlines the essential standards for students to achieve, is set to challenge students and is by no means a minimum level. VELS is organised into STRANDS, DOMAINS and DIMENSIONS. The three interwoven **strands** are:
 * 1) **Physical, personal and social learning**
 * 2) **Discipline based learning**
 * 3) **Interdisciplinary learning**

These strands are then broken up in to ** domains **, which then looks something like this:
 * Physical, personal and social learning**
 * **Health and Physical Education**
 * ** Personal Learning **
 * ** Interpersonal Development **
 * ** Civics and Citizenship **


 * Discipline based learning**
 * ** The Arts **
 * ** English **
 * ** Humanities **
 * ** LOTE **
 * ** Mathematics **
 * ** Science **
 * Interdisciplinary learning**
 * ** Communication **
 * ** Design Creativity and Technology **
 * ** ICT **
 * ** Thinking **

Domains are further divided in to ** dimension s**, for example: **Mathematics**
 * **Number**
 * **Space**
 * **Measurement, Chance and Data**
 * **Structure**
 * **Working Mathematically**

Domains are organised in to sections, one for each level of achievement from Level 1 to 6. Each level has a **learning focus**, which outlines the learning that needs to be focused on if the student is to progress in the domain and achieve appropriate standards. Teachers use these learning focuses to compile relevant teaching and learning activities.


 * Standards** define what students should know and should be able to do at the end of each level, and are written for every dimensio n.

Pete reiterated that just becuase a particular **standard** is not introduced until, say, Level 3, that does not mean that we cannot introduce it in, say, Level 2, i.e. earlier levels. If there is a need to challenge a student who is a bit more advanced than the others, I do believe it is our duty to provide them with that challenge.

The VELS Levels are divided in to **PROGRESSION POINTS**, which are achieved in the middle and end of the year. Progression is made 0.25 points at a time (except in prep where it is 0.5). For example Level 0.5 is achieved half way through prep, and 1 is achieved at the end of prep. Level 1.25 is achieved in the middle of grade 1, and 1.5 is achieved at the end of grade 1.

The next part of the lecture was about **Lesson Planning.**

Lesson Plans are broken up in to LEARNING PURPOSE, VELS REFERNCES, ENGAGEMENT, PROCEDURE, PULLING IT TOGETHER, GROUP SET UP, MATERIALS, OBSERVATIONS OF STUDENT'S LEARNING, TEACHER'S RESOURCES, CATERING FOR INCLUSION AND YOUR REFLECTION. Here are some key points to remember about each section.
 * LEARNING PURPOSE**
 * **Why** are you teaching this topic and **what** do you intend the students will learn?
 * Can copy and paste straight from VELS.
 * Keep it succinct as you may use more than one objective.
 * VELS REFERNCES**
 * Use whatever information is relevant.
 * Keep it succinct.
 * Don't be afraid to refer to the previous standard as it may be more relevant to use than the next standard's end point.
 * In mixes abilities/composite classrooms, keep the learning focus the same, just maybe offer different VELS references.
 * ENGAGEMENT**
 * How you introduce the topic and engage the children's interest? (10-15 minutes).
 * Link to previous learning.
 * Connect/relate to student's everyday lifes.
 * Make learning objective explicit.
 * Ask questions.
 * PROCEDURE**
 * Systematically present each step in lesson and ensure flow of activity is clearly linked, including transitions (i.e. from floor to table).
 * "If you fail to plan, you plan to fail".
 * PULLING IT TOGETHER**
 * How will you bring the lesson to a close and open the way for ongoing learning?
 * Link back to the learning objective.
 * Prepare explicit questions to ask the students.
 * GROUP SET UP**
 * I.e. Teacher talk, Group or Individual Work, Reading, Listening.
 * Cater to needs of students/classroom.
 * MATERIALS**
 * Materials needed for each phase including handouts.
 * OBSERVATIONS OF STUDENT'S LEARNING**
 * Methods used to observe student's learning in the lesson.
 * TEACHER'S RESOURCES**
 * Resources teachers will need, including any books used.
 * CATERING FOR INCLUSION**
 * Ways you have catered for mixed abilities, multiple intelligences, learning styles, extension activities, support for lower ability students, behavioural issues, pupils with integration aides.
 * YOUR REFLECTION**
 * Identify the pedagogical stance taken.
 * Assess various aspects of lesson, students' response and your performance.

Lastly, we were given some words of advice for our practicum...
 * Create a planning folder to place a copy of each plan that we create.
 * We may be visited by one of our lecturers in our 3rd or 4th week and given feedback.
 * //Most// likely to teach English and Maths.
 * Try to get written feedback by our supervisors but not at the detriment to the relationship you have with them.