Planning Analysis

This lesson plan analysis is based on an English (Literacy) lesson. The lesson was a third in a sequence of four on a Traditional story, Three Billy Goats Gruff. This lesson plan led to a good, interactive lesson due to a variety of resources and teaching strategies that were employed throughout the whole learning. Two adults, this trainee teacher and KG were directly involved in the implementation of the lesson plan during the teaching and learning. This analysis will focus on the features of the lesson plan that promote effective use of the various teaching and learning strategies used during the lesson. The lesson plan includes curriculum links to guide the teacher towards the requirements of the national educational frameworks. It is important to adhere to the curriculum as it spells out the primary skills to be developed in children through learning activities. Hayes (2003) suggests that in planning there is great need to ensure coverage of the appropriate programmes of study, as some parts of the curriculum are optional whilst some are essential. English is formally assessed through national tests so there is need for systematic teaching and the national curriculum give guidance towards the required programmes of study. Programmes of study also make it possible for teachers to identify cross curricular elements and include them in their planning through problem solving activities or the use of information technology. This promotes a holistic approach to learning by children. Study has shown that the more children identify links between different areas of learning, the more they perceive learning as whole. In its table format, the lesson plan enables a variety of strategies and learning methods for the children by providing designated spaces for, introduction, resources, additional adult, plenary and main activity. That way, the lesson plan is designed to cater for most modes of learning that are available in the modern day. Activities such as physical interaction with the IWB, role play, modelling and exposition are employed to satisfy the Visual, Audio and Kinaesthetic (VAK) model of learning. Research has shown that the widely used VAK model takes into account the learning modes of the children in the classroom ensuring that every child learns best. The lesson objectives clearly state what the children's learning activities were aimed towards. This gives an insight on the kind of learning activities intended for the lesson and the considered outcomes. An Ofsted (2005) report on planning suggest that there is need for teachers to be specific on what they need to do in the lesson plan in order to guide the planning of the learning activities. Without an objective, it is difficult to plan a lesson and know how to go about teaching it. Key questions in the beginning were used to introduce the success criteria and lead the children towards their learning objectives. The questions were specifically intended at encouraging children to revisit their knowledge on the subject and assist them to recall some of the vocabulary that is almost exclusive to the story. The success criteria subdivision of the plan enables class teaching allowing the teacher to explain and verbally model what is required of the children and link the day's learning to previous knowledge whilst the whole class is on the carpet. Alexander et al (1992) strongly asserts that class teaching is very essential strategy. It makes the teacher the focus of attention and places the onus on him to organise and give information. The lesson plan, through its subheadings and various subheadings promotes active learning and the opportunity for children to interact using most of their senses and intellect to participate in problem solving learning. Such activities are designed to make children incorporate their background knowledge into their own learning. Hayes (2011) argues that the most effective learning occurs where children have the opportunity to make use of a combination of their tactile senses, visual stimuli, careful listening and enquiry-based activities. Furthermore, class teaching provided the opportunity to assess the children's knowledge on the subject at hand and gave an idea of the level of understanding achieved from previous lessons. Thereafter, the teacher was able to instruct children assisting them to learn at a level that precisely suited their development and to make informed subsequent decisions on their learning. According to Waterhouse (1983) "Clear and precise instructions play a vital part in effective classroom organisation and management." He continues by arguing that exposition is a way the teacher can inspire and motivate the children, consolidating their previous learning experiences. The lesson plan included modelling as pedagogy to allow the teacher to demonstrate learning activities. Modelling allows the teacher to encourage and inspire the learners thereby motivating them by arousing the interest in the activities and gives a chance to explain clearly where children might not understand. The modelling was carefully planned and pitched at the right level to progressively guide the children towards their learning goals in accordance with the ideas of Sayeed and Guerin (2000) who propose Mediated Learning Experience (MEL) whereby the adults adapt the content; order and intensity of an activity to help the learners understand succeed in it. Role play makes learning exciting, thereby drawing the children's enthusiasm. Hayes (2011) supports role play as a method of learning by arguing that "If learning becomes fun, it is exciting, rewarding and motivating."The role play during the lesson gave the children an opportunity to speak and use the related vocabulary from the story Three Billy Goats Gruff using their own terms and actions to express themselves regarding their understanding the character profiles and the subject knowledge as a whole. Jeffrey and Woods (2003) declare that learning best occurs when children are involved in hands- on experiences, active involvement, role play and through positive feeling about learning. In view of this, the lesson plan included role play of the Three Billy Goats Gruff at the beginning. This was designed to stimulate the children's interest and allow them to become part of the story and experience the character profiles of the story, how they would feel and what they would say. This gave children an opportunity to implement their personal and unique ideas in their own learning, helping them put concepts to a level where they can best understand them. Other shared activities on the plan, namely plenary, reading on the interactive white board and word searching, presented the opportunity for children to talk amongst themselves and learn from each other. Peer to peer talk gives opportunities for brighter children to," teach" others and show their skills in speaking and reading. Research has shown that shared activities such as peer to peer talk provide gifted children the opportunity to use and apply skills in different contexts. They allow pupils to deduct, add and test their ideas. This presents opportunities for other children to learn from their peers in the process. Class activities, if carefully implemented also present a platform form for healthy competition during activities, which act as a motivating factor in the children's learning as they interact with their peers. O'Hara (2004) suggests that peer to peer interaction increases involvement and commitment. It promotes participation and encourages interaction between learners. Peer to peer presents the opportunity to both children and teacher to ask questions. The lesson plan had a sub section for plenary, where children had to share their findings with the class. This gave the teacher an opportunity to assess where the children are and how they are performing towards the desired learning outcomes. According to O'Hara (2004) "Monitoring and assessing children's progress provides teachers with information on possible misconceptions and gaps in knowledge and skills and this information determines subsequent decision making about future lesson plans."Plenary enables the teacher extract the subject knowledge for subsequent lesson plans and to make wholesale changes to the lesson if needed. It is a useful strategy that assists the teacher to assess the specific needs of the learners carefully target them in future lesson plans. During plenary the teacher also has an opportunity to further explain the success criteria and slightly change certain things in the plan, should they prove ineffective. Plenary is a good opportunity for the teacher and the children to revisit the success criteria and the desired learning outcomes in order to achieve the teaching and learning objectives. Children have the opportunity to compare their own work to that of others, enabling self assessment against the success criteria and the desired learning outcomes. Also the teacher can assess who have excelled in their work and who needs extra learning activities. The lesson plan provides an opportunity for reflective evaluation of the lesson at the end. This is an essential part of planning as it enables the teacher to consider what they thought of the lesson at that point, what was successful about the lesson and what went wrong. According to Hayes (2003) "A critical evaluation is achieved by scrutinising your practice openly and honestly, acknowledging strengths and weaknesses and looking for ways to improve the situation." In this respect, evaluation enables the teacher identify what to focus on in subsequent planning and what level to pitch the next lesson after self analysis on his and the children's performance during the lesson activities. The assessment criteria section enables the teacher to carry out summative assessment of the children regarding the lesson, taking into consideration the children's previous experience and the support that have been given to them during the learning experience. On the other hand, the assessment strategies are more formative and allow the teacher to evaluate during the peer to peer discussions, question asking and by examining the children's written output. Assessment also allows the teacher to measure the effectiveness of his strategies and teaching methods. Assessment is planned to enable the teacher recognise the type of support that is needed in assisting children in different areas of their learning. Hayes supports this type of assigned by asserting that assessment is only useful if it is accompanied by appropriate support in the form of advice, guidance or explanation. The lesson plan provides the basis of differentiation, through the ability grouping included. The activities on the plan state what children do individually and in their ability groups. The activities were carefully designed to cater for the various and different capabilities of the children in classroom. Differentiation is also done in within the groups where by the teacher varies the intensity of questions and the vocabulary contained in them. Differentiation in learning is very essential at it enhances social, physical and cognitive development in a child. Straddling and Saunders (1993), as cited by O'Hara (2003) support this assertion by arguing that differentiation is an important learning in effective teaching and learning to maximise the motivation, progress and achievement of each learner. Individual work in groups allows the teacher to monitor the progress of individual learners and have personalised analysis on any misconceptions and gaps that might need to be covered by the children. This also gives the teacher an idea on what to include in subsequent planning and customise activities to suit the needs of individuals. "A teacher must monitor and assess pupil's progress in order to inform future planning provision" O'Hara (2003). This assertion sums up on the importance of monitoring children's progress individually and within a group to help them develop the required skills. Not only does monitoring improve the learning experience of the children but it is a way of promoting child centred learning. There are many features in the lesson plan used for the lesson analysed above. Most of these features enabled child centred and interactive teaching and learning. The formatting of the lesson plan allows the teacher to progressively plan learning based on reflective assessment and evaluation to improve subsequent learning by the children. The layout of the lesson plan hugely contributed to the success of the lesson as it enabled and promoted the provision of various children centred learning activities and teaching strategies. The plan equipped the teacher with most the tools such plenary, prior learning, role of adults and related vocabulary which are essential for an effective lesson. Moreover, the features on this lesson plan allowed the teacher fulfil the programmes of studies that are required by the curriculum at the same time meeting every child's capabilities through differentiation. All in all, the features of this lesson plan are ideal and designed to meet the standards expected in the effectiveness of modern day education.