Lesson planning is the essential component of every teacher's
practice and the development of a teacher's skill is built
explicitly on a rigorous approach to planning. This goes beyond
just written plans and includes a process of mental preparation,
anticipation, rehearsal and performance - all essential elements of
the craft of teaching. This book offers heaps of useful advice and
key ideas related to planning an effective lesson. With clear links
between the preparation of writing a lesson plan, and the delivery
of that lesson plan through your teaching, this book explores:
common components of lesson planning including learning objectives,
learning outcomes, starters, teaching activities and plenaries; the
lesson plan document: what it can and can't do; teaching 'style'
and your role in bringing lesson plans to life within your
classroom; common pitfalls, including time management, over- and
under-running, optimum learning time, and activity sequencing;
broader strategies such as differentiation, personalisation and
assessment; and sample lesson planning documents from real
teachers. Whatever age of pupils you are teaching, or whatever
subject you are teaching, this book helps you develop a clear and
concise approach to lesson planning that is an essential and
integral part of becoming an effective teacher. "This is essential
reading for all teachers, teacher educators and policy makers. For
new entrants to the profession, it offers the opportunity to think
beyond the notion of folk pedagogies and to consider how a more
powerful theoretical framework might underpin lesson planning. It
presents essential analysis as to why common approaches to teaching
and learning have emerged and become embedded - this provides a
great opportunity for more experienced teachers to develop a deeper
critical understanding of their practice. Punctuated with
reflective questions, it enables the reader to reconceptualise
planning and pedagogy and to engage in theorised reflection on
practice." (Kate Laurence, Institute of Education, University of
London, UK). "At last! A plain speaking book on effective lesson
planning. Lesson Planning for Effective Learning by Martin Fautley
and Jonathan Savage combines theoretical perspectives with really
useful, instantly useable examples from everyday practice. Despite
the scholarly approach, the 200 pages of this little book retain an
essentially conversational quality ensuring that it is equally
accessible to students, academics and learning enthusiasts alike."
(Andrew R. Mackereth, Headteacher, Heart of England School).
"Lesson planning is one of the most fundamental duties of teachers
no matter what their subject, age phase or experience. In their
latest book, Martin Fautley and Jonathan Savage start with practice
and, in deconstructing what teachers do every day, apply their deep
thinking and reasoned consideration. They are adept at weaving a
wide range of thoughts, experiences and theory into the mix, making
this readily accessible and ultimately a very helpful book. Martin
and Jonathan make much of the novice-expert continuum. I'm not sure
where I fit but I certainly experienced a number of
'penny-dropping' moments that immediately led me to reflect and
sharpen up my own planning. I've been reminded of the huge
complexities that there are in planning effective lessons, both the
"private preparation and the public performance" elements. It is
impossible to read very far into this book without realising that
planning for effective learning has little to do with the
administrative task of completing a planning pro forma, important
and necessary though that is. This book makes it abundantly clear
that pedagogy and pedagogical content knowledge underpin planning
for effective learning. Although, as the authors point out, much
lesson planning is invisible, what they do so well here, in the
words of Russell and Loughran, is to "make the tacit explicit".
Above all, this book articulates something of what it is to be
professional for teachers of all types. I heartily recommend this
book." (Simon Spencer, Birmingham City University, UK Russell, T.
& Loughran, J. (2007) Enacting a Pedagogy of Teacher Education:
Values, Relationships and Practices, London: Routledge). "This book
gives fantastic insight and practical strategies for teachers at
all points within their career in order to encourage and embed
reflective practice. For outstanding practitioners and senior
leaders, it provides case studies and examples which will stimulate
discussion and provide starting points from which to develop policy
at whole school level, and influence and develop practice at an
individual teacher level. A 'must have' resource for any school
Teaching and Learning Group library." (Hayley McDonagh, Senior
Leader, Golden Hillock School, Birmingham. Former LA senior adviser
working with Schools in Ofsted Category).
Open University Press
|Country of origin:
||UK Higher Education OUP Humanities & Social Sciences Education OUP
• Jonathan Savage
||90 x 60 x 5mm (L x W x T)
Social sciences >
Teaching skills & techniques
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