(Adapted from Tweak to Transform - improving teaching: a practical handbook for school leaders by Mike Hughes)
Phase One
· Work from previous lesson is reviewed.
· Lesson is placed in a wider context- students are provided with an overview.
· Specific Learning Intentions are shared with learners.
· Targets – collective and individual – are set by the teacher and generated by learners.
· There is a sense of challenge for all pupils.
Phase Two
· Information is presented in short chunks.
· Exposition is kept brief and does not exceed learners’ concentration span.
· Teacher frequently ask a mixture of open and closed questions to check for understanding.
· New information is delivered in a variety of ways, to suit students with visual, auditory and kinaesthetic learning preferences.
· Teacher checks that all learners understand technical language and subject-specific terms.
Phase Three
· Frequent teacher-learner and peer interactions.
· Time allowed for learners to think about and discuss their responses to questions.
· Questions that encourage learners to reflect on their thinking.
· Opportunities for learners to generate questions.
· Learners fully engaged in their lessons.
· Tasks develop understanding and opportunities are given for pupils to demonstrate their understanding.
· Tasks enable teacher to assess understanding.
· An emphasis is put on encouraging pupils to work independently.
Phase Four
· Sufficient time devoted to reviewing what has been learned.
· Learners actively engaged in the review process.
· Explicit reference to Learning Intentions.
· Learners encouraged to reflect on how they have learned.
At the end of last year, Sam Marshallsay created this Gleniffer version of the Park Mains lesson plan, which helped to show consistency in teaching and learning during their recent inspection.