Lesson Preparation- Planning for

learning ( Secondary) Learning Diary

Make a note of any top tips for use when planning.

Not to be afraid from deviating from the initial plan. Sometimes while teaching a specific lesson I receive
questions from exceeding students who wants to know some more information about a specific topic. I
answer those questions according to their relevance to the discussed topic, most of the times I try to
make them related to the lesson to encourage students to ask more questions as a form of engagement
with the material. On other times, I find a question that reveals misconceptions that requires me to
reassess the understanding and the whole situation and plan forward accordingly. I believe this was
mentioned in the first session as the process of “Reflection in” explained by Schon, as he said that
teachers should be more flexible in the situation and being able to change the plan or shift away then
backward to it.

Another good tip is to use the same language and terminology that the students use or must use as part
of their learning. Being able to anticipate students’ impression about the taught material and build a
plan upon these expectations which would allow students to engage more with the lesson.

Finally, applying tools of differentiation to engage all of the students. The ability to create an
environment where every student can achieve its potential academically and socially is quite a
challenge. However, planning to meet all of the students’ individual needs of learning allows them to
progress immensely in the school and the quality of their product would go higher.

Thinking about the process of lesson planning - add notes to your diary
about which aspects of planning the teacher used and which standards
he might have met.
The teacher knows his students properly, from what it looks he comes prepared with a teacher
markbook which shows him high/middles/low abilities students. The parts that he consulted his
students’ previous teacher to know where the student reached in the learning process and build upon
that like a chain. He looks to be trying to engage all of his students through group discussions, group
work…. Being able to expect future misconceptions about the taught lesson and addressing them as
quickly and efficiently as possible. Planning for differentiation and addressing all of the students; as he
prepares multiple activities to engage students at a different level of learning or difficulty. Being able to
create such resources as part of differentiation and incorporating most of them in a single lesson is
really amazing. Planning for assessment as a sort of ladder; from simple to hard to tough questions so
engage the students at levels of learning. Finally incorporating reflection as a part of self evaluation of
 learning and help to progress and improve. One thing I believe would be better if he did, which is
showing students objectives about the lesson prior to the lesson just to narrow down their focus on a
specific topic or information; this is very helpful while teaching the three sciences since they are related

Write a detailed reflection considering the 'Summary' points and how

you plan your own lessons, plus what you might take forward in the
future when you are planning.

 What is the context of the lesson?

This is the actual knowledge required about the specific topic that I am teaching; this comes actually
from profound understanding and learning of this topic. It is also the knowledge of the syntax of the
topic in the series of taught lessons according to the teaching plan of the subject. It is also the
understanding of transferable skills that student should develop during engaging with the lesson.
Finally to be able to expect future misconceptions and be able to address them properly and
significantly.

 What is pupils’ prior knowledge and what are pupils’ individual needs?

Prior knowledge is the knowledge each student has about the taught topic. It Is quite important to
find a common ground for all of the student in a single room to start from and stretch the lesson
forward accordingly. Being able to find a common ground or base to initiate the lesson from is in
itself equal to addressing students’ individualistic needs.

 How will you support, stretch and challenge your learners?

Planning for differentiation and inclusion of all students abilities in my lesson. I incorporate in my
plan specific actions for those students’ who have learning disabilities or learning difficulties, as well
as the higher ability student so I don’t lose any focus from any group. Actions like the seating plan,
using scaffolding as a helpful tool to lead and guide my students in learning, help those student in
need with a set of personalized instructions and individual explanation as a one-to-one tutoring time,
depending greatly on peer tutoring as a tool for student to engage more with the lesson and with the
material, etc . Setting the challenge properly to match Goldilocks’ concept to keep all students’ focus
on the lesson is a very critical challenge to meet.

 What is the learning journey and how will you motivate and engage pupils?

Well I believe this is the aspect which focuses mainly on maintaining students’ enthusiasm for
learning on the green mode always. Engaging students is the key in my opinion; and the best way to
do that is to allow them to take part in planning itself and the delivery of teaching. Showing them
that we trust them and that we can depend on them to carry on with their learning is very important
in raising our pupils self esteem. Another good tool is to use discovery learning as a tool for students
to lead their learning when possible. Another good way is to allow them to express their feelings and
 reflections about the class and suggest better ways from their point of view that would improve
learning, listen to the student. Planning breaks in the lesson if needed to give them moment to
refresh especially in long setting lessons which can extend for 120 minutes continuously. Feedback in
my opinion plays a role in stretching understanding and knowledge of each student, I believe I need
to work more on giving better feedback.

 How will you assess throughout your lesson?

Oral assessment: throughout the entire lesson by asking short and long questions in a one-to-one
setting.

Written assessment: during the main part of the lesson after each objective and as a plenary.
Assessment should be addressing many levels of learning according to Bloom’s taxonomy, however
the challenge must be set appropriately to engage all of the students. Proper instructions, modeling
and showing examples prior of assessing are important to help student to understand the task. This is
the part I need to improve the most in my teaching.