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Planning for and Managing Your Classroom (The "Unwritten…
Planning for and Managing Your Classroom
Long and Medium Term Planning
Long term = planning for key stages across the school
Breadth
of the topics to be studied and how they'll be covered
Depth
of meaning and understanding for individiual pupils
Relevance
through relational learning and understanding e.g. linking to the pupil's everyday
Coherence
of meaning through relevant topic links e.g. science and geography
Differentiation
so that varied and numerous needs are taken account of for planning purposes
Progression
of learning without undue repetition through different topics
Foreign Language
is a good example of where a subject can be integrated (i.e. embedded within other topics), dispersed throughout the year (i.e. bitesize) or delivered as an intensive "immersive" subject
Medium term planning = for units of work for year groups
Units of work with clearly identified titles
Key vocabulary to be learnt
Objectives and learning outcomes (concepts, skills, attitudes)
Progress links
Anticipating key questions & devise suitable/appropriate level responses
Attainment targets are clear/expectations for levels to be achieved by the 'average pupil'
Plans for differentiation as appropriate, and resources required for this
Summative and formative assessment methods
Remember to use sequence planning document in personal files
Short Term Planning
What should my short-term plan include?
Link the objectives
from the MT plan and NC to your daily activities
Consider and list
resources
needed to deliver effective learning i.e. ICT, activity sheets, materials, TA support
Summary
of activities including
differentiation
opportunities
Presentation
including multimedia and additional visual aids
Content
e.g. core plan plus additional pieces of work
Resources
e.g. target vocabulary notecards, spell checks and word banks
Grouping
either by ability or in mixed pairs for peer support
Task
so that objectives remain the same, but task to achieve shared objective is different according to pupil ability
Time
i.e. increased time to make task suitable for those with learning difficulties such as dyslexia
Additional support such as a TA
Successful differentiation means sound subject knowledge as well as strategies such as those listed, based upon sound knowledge of pupil abilities and preferences
Key points for
plenary
sessions (points at which whole class congregates/meets together rather than working in smaller groups)
Assessment points
for NC or APP statement
Child and Teacher learning cycling - plan, deliver, reflect, assess, adapt, deliver . Repeat.
The "Unwritten Curriculum"
Clear daily, weekly and termly
routines
independent reading/writing
Storytelling
Book browsing
Spelling and multiplication tests
handwriting practice
Show & tell
Action rhyme time
Rules and expectations of
behaviour
Standards and processes of
marking
Tokens of
reward
There's no 'perfect plan', but show your commitment to covering breadth and depth in a consistent and joined up way: link from NC, school policies, LT/MT term plans and the day-to-day. Don't be afraid to change plans in light of new information
Organising the space for learning
4 views of learning (pg. 178 in learning to teach in the primary school book)
BASIC SKILLS
teacher demonstration, child imitation
developed on the basis of quality dialogue
Direct interactive teaching incorporates...
Directing & telling, demonstrating, questioning & discussing, explaining & illustrating, exploring & investigating, consolidating & embedding, reflecting & evaluating, summarising & reminding
CONSTRUCTING UNDERSTANDING
Observation & experience build towards understanding
e.g. cognitive acceleration
(Jean Piaget)
Concrete prep
- pupils understand problem/question in their own terms
Cognitive conflict
- exploration of options/solutions/relationships of complex meanings e.g. "clothes make us warm" discuss. A = clothes help retain body warmth, but do not make us warm in themselves
Social construction
- debate facilitated by the teacher to draw conclusion and/or consensus
Metagcognition
- reflection on learning process, own perspective and rationale during reflection
Bridging
- linking an understood/familiar issue linked to something similar e.g. clothing + warmth linked to seasonal clothing options
DRAWBACK = individualistic approach
APPRENTICESHIP
children are craft apprentices
classroom is seen as the craft's workshop e.g. laboratory, consultants
(Jean Lave, Etienne Vienger)
learning through authentic experience e.g. as artists, scientists, historians, can be subject specific or cross-curriculum e.g. historians through literature, food, music etc
Posed with task/issue/activity and resolve/answer in role
SOCIAL LEARNING
Oral learning by making sense through dialogue
Debate fosters learning
Listening and reflection skills develop learning
(Vygotsky)
Classroom rules:
define good practice in working & learning
must be consistent with and linked to school ethos and 'golden rules'
always
need input and steer from children
keywords: listening, inclusion, considering others, respect
Collaborative group work = problem solving that leads to a solution that everyone's worked towards
Jigsaw
= teacher allocates sub tasks to individuals that can then be brought together to create the finished article (allows focus on strengths/weaknesses)
Group investigation
= working on the same task with specific roles, but not independent of one another e.g. performing a play
Dialogical enquiry
= discussions that link the process of enquiry to the bigger picture (i.e. bridging), for example monitoring conditions for plant growth and then discussing why conditions are good/not good as well as describing the conditions themselves (GOOD GROUP FOCUS)
The thinking behind the answers are what a teacher should endeavour to unveil
Managing Classroom Behaviour