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Lesson Planning 101

 

challenge magic

It may appear simple to say that there has to be a beginning, middle and end but is important that we do not miss any of these stages and they must be in balance.

I have known lessons where the beginning went on too long, or where there is not enough time for the students to engage or immerse themselves in the learning or there was not enough time at the end of the lesson to conclude it in a meaningful way. Get it right and lessons are meaningful, full of learning and there is a great teacher/learner relationship. Get it wrong and lessons are often characterised by boredom or conflict and challenge.

The risk of poor lesson planning

I have experienced lesson planning pro-forma that seek to address these issues but become so prescriptive that they do not allow for the natural dynamics of a lesson and risk creating the same outcome they are trying to avoid.

There is a simple but effective way to ensure lesson planning creates the type of lesson we would ideally like in our teaching and that is to plan a lesson as a learner and not as a teacher.

Think about how, as a learner, you would like the lesson structured and the pace or balance of the lesson. As a learner, you would like time to become familiar with the learning challenge, time to explore or practice and to establish your understanding and then to have an opportunity to consolidate the learning or perhaps ask questions to further your understanding. These stages should characterise the beginning, middle and end of a lesson. The ‘mindful’ teacher addresses these needs in their planning and delivery.

Power Belonging Choice and Fun in lesson planning

Planning lessons around subject material is only one aspect of the planning, we need to consider the learner needs too. I define these needs as power, belonging, choice and fun and suggest we ignore them at our peril. Within a calm learning environment, a teacher needs to lead, to guide their students not to push them or over-regulate their behaviour and we can do this if we meet their learning needs. In doing so we can create effective learning relationships and improve learning outcomes.

The beginning, middle and end

Meeting learning needs (power, belonging, choice and fun) is important at the start, during and at the end of all lessons. Addressing them in our planning will help us create the engagement we are looking for as well as creating effective relationships. A relationship that allows for that dynamic of being able to respond to the unexpected teaching and learning challenges in a meaningful way without disrupting the lesson flow. We may on such occasions leave the subject content planning path but by doing so we will better support our learners because we are meeting their needs.

The start of a lesson should include how we are going to meet the need for belonging. Perhaps the greeting and arrival are ideal opportunities to do so. Offering guided choice and listening to the ‘student voice’ can be included too during the lesson. Linking fun to achievement is our greatest challenge and we must include opportunities to celebrate learning at the end.

“Please be child friendly”

My way of remembering learning needs is simple and apt. “Please Be Child Friendly” when planning and teaching. The graphic is also something you can print off and keep at hand.

A different way of looking at teaching and learning

PBCF is part of an approach to teaching I refer to as “Learning Intelligence”, or “LQ” for short, and looks at how the learner and teacher can manage the learning environment to promote better learning and improve learning relationships. If you are interested in LQ or just PBCF then get in touch I am more than happy to talk you through how, with only small changes, the approach can make a significant impact on teaching and learning.

LQ+PBCF latest

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WHY?

Why dedicate yourself to introducing and promoting a way of thinking about, and going about, teaching and learning?

I was asked this question and have been asking myself the same thing as I struggle to make a significant impact on teaching and learning through the promotion and adoption of my concept of “learning Intelligence”. After a career teaching and seven years of reflection, research and developing a vocabulary and narrative for what works in teaching and learning I need to answer this question in order to continue to justify my efforts and to remain motivated. Motivation often comes from recognising the goal or benefits; here is my attempt at that challenge, of having a reason to continue.

  • The “one way” of learning does not work for everyone. Putting aside SEND challenges not all learners thrive in the school environment.
  • There are a lot of people who go through education and form the wrong impression about their abilities and about their ability to learn. As a result, there is a significant amount of talent that may never be discovered.
  • Learners who are unable to engage in the learning present challenges for teachers and often dealing with these challenges impact the learning of others and the classroom dynamics, or teacher/learner relationships.
  • The school has a lifelong impact on us and influences our careers and opportunities. To “fail” at school leaves a deep and lasting scar.
  • There is a need for a narrative that brings together what we know or think about learning in a meaningful and coherent way and gives us the flexibility to challenge the “one way”.
  • The benefits of the LQ approach are significant and build self-esteem in learners.
  • There are a significant number of teachers who could benefit from adopting the LQ approach to teaching and learning.
  • LQ promotes seeing learning as a problem-solving activity and develops life-long learners able to face new learning challenges with minimal support.
  • I want to make a positive difference to teaching and learning.

Through the Teach Meets at which I have presented and my workshops with teachers it is clear not all teachers see the issue of underachievement as a significant one to address. Perhaps many are happy to believe the mantel learners wear based on past performances and work within it. I would argue that to do so we accept labels as definitive and unchangeable.  Underachievement is not solely based within the group those who fail to “perform” it is also within the group who adopt compliance as a strategy to cope with the learning environment in which they find themselves. This group I find often do not possess the skills, attitudes, attributes or behaviours to manage their environment to meet their needs. They respond poorly to target setting without these needs being addressed, needs that are often overlooked as we race to achieve those targets.

Finally, I am reminded of a sobering truth.

It is no good having an answer if nobody is asking the question!

Let me know what you think. Should I continue to promote the concept of LQ and learners needs and if so how?

If you would like to get in touch to find out more about my work or perhaps engage me to challenge you and your staff about teaching and learning then click the link below.

Email link to Advocating Creativity

The two aspects of Learning Intelligence, “LQ”

LQ roundLQ and PBCF

LQ and a Learning Mindset

Part 1

Our beliefs, values and experience amongst other things impact how successful we are when we undertake tasks. How we behave when involved in activities is also influenced by similar things but perhaps also our nature or disposition. Some people are regarded as naturally positive, a ‘glass half full’ attitude to life whilst others may be regarded as suspicious, conservative, inflexible etc.

Put together a number of people with a ‘leader’ (in education terms think ‘teacher’) and those individual dispositions will determine behaviours which in turn will influence both the process and outcome of any commonly undertaken task or activity. There will be views on the ‘right way’ or ’best way’ to do something and people will adopt ‘positions’. This is something recognised by Edward deBono in his book on a method of thinking, the  “Six Thinking Hats” [i] In my work to bring a tangible consciousness to LQ I continue to explore the wider landscape on thinking, this is one such exploration.

Six Hat Thinking

Edward deBono makes some interesting claims for his approach based on a perceptive observation about thinking which as a learner and teacher I can relate to. He suggests “The main difficulty of thinking is confusion” and that “emotions, information, logic, hope and creativity, all crowd in on us”. As it is with using the six thinking hats so it is in the adoption of a learning mindset through the LQ approach. “He or she becomes able to separate emotions from logic, creativity from information and so on

He goes on to say that “Within the Six Hats method, the intelligence, experience and knowledge of all the members of a group are fully used.”

There are parallels here too with LQ.

With the mindsets of LQ an individual’s intelligence, experience and knowledge are used effectively along with the awareness of emotions such thinking promotes.

Further, he says that in the same way “it is totally absurd that a person should hold back information or a point of view because revealing it would weaken his or her argument” I believe it is absurd for a learner to hold back a question for fear it would make them look stupid.

In exploring the nature of thinking associated with each of the six along with the benefits this approach brings I have become aware of how a similar approach, that of adopting learning mindsets, a direction of thinking when faced with a learning challenge can improve our learning.

In the next part of this article I will describe the six different hats and begin to show how we can develop similar mindsets so that as the thinking of a group can be enhanced, so can the learning of an individual.

[i]  Edward deBono. 2000:  Six Thinking Hats.  Penguin Books

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