Planning MFL lessons by @JessicaLundx

Name: Jessica Lund
Twitter name: @JessicaLundx
Sector: Secondary
Subject taught (if applicable): MFL
Position: Teacher
What is your advice about? Planning MFL lessons

  1. Don’t use pictures – they distract kids from the language. Use the written word instead, and get them reading out loud lots.
  2. Never, ever, spend more time making a resource than the kids will spend using it.
  3. Don’t use the target language and mime. Translate every word you use until they know it without the translation.
  4. Repeat the good stuff over and over and over again until they know it. And I mean really know it.
  5. Don’t give them fun. Give them everything they need to know, and they’ll enjoy how confident they feel.

Doing Supply When There Is No Work Left by @Juanofthefourty

Name: Jaun Ofthefourty
Twitter:  @Juanofthefourty
Sector:  Early Years, Primary
Position: Supply
5 Bits of Advice About: Doing supply when there is no work left

  1. Have something prepared (even just mentally) for every possible subject. It’s not fun having to improvise a day’s worth of engaging lessons.
  2. Use the walls and displays to give you ideas of what the children are learning. It will help your teaching feel relevant.
  3. Don’t plan anything that requires marking. Why add to your workload?
  4. Quizzes are brilliant. They’re easy to plan, build teamwork, test the children’s knowledge and they’re fun.
  5. Whatever you deliver, do it with confidence and conviction (faked, if necessary). Pupils are experts at reading body language and will pounce on any chink in your armor.

Planning by @TLPMrsF

Name: Rebecca Foster
Twitter:  TLPMrsF
Sector:  Secondary
Subject: English
Position: Lead Practitioner
5 Bits of Advice About: Planning

  1. Plan backwards – what do you want students to be able to do, know or show by the end of the lesson? Then work out how to get there (where before how).
  2. Think about how you can hook them from the moment they walk into the classroom (a piece of music, an image, a challenging question, you in fancy dress…).
  3. Get students to show you what they already know or can do. Pay attention at this point so you know who needs more support or more challenge.
  4. Model. This might be through the use of an exemplar or you talking through HOW to approach a question.
  5. Let students get on with it and offer a range of support to allow ALL students to achieve.

Using the Department’s Scheme of Work by @ellieerussell

Name: Ellie
Twitter name: @ellieerussell
Sector: Secondary
Subject taught (if applicable): science
Position: Lead Practititoner, Science
What is your advice about? Using the departments scheme of work

1: In most cases the existence of a shared scheme of work is a blessing. Many of us ‘older’ teachers remembering starting teaching and every lesson was your own… From scratch!

2: Just because somebody with more teaching experience than you has written a lesson, doesn’t mean their way is the best way. The odds are it has useful content though.

3: Read ahead through the SoW before starting the topic. Consider the key points to prioritise and ensure students understand in the time you have.

4: Often SoW writing is shared out between members of a department. One colleague’s style might suit your style more than others, but variety can be good.

5: Find a couple of colleagues you can turn to for help if you think your class is struggling. Often you’ll find we have already made useful lesson tweaks!

Planning a Lesson by @AFosterTeach

Name: Andrew Foster
Twitter name: AFosterTeach
Sector: Secondary
Subject taught (if applicable): Performance & Learning (previously History)
Position: Head of Performance & Learning
What is your advice about? Planning a lesson

1: Write down how long you will spend planning the lesson before you start. You can always spend more time on any lesson but as time is finite, that doesn’t mean you should.

2: Start with what you want the children to know & understand by the end of the lesson. Get as much detail on this as you can in the time you have allowed yourself.

3: “Why should they care about this?” is a good question to ask of the specific content of your lesson. Know the answer well enough to argue its case convincingly.

4: If your exposition is supported by arresting visual images, your pupils will retain more of it. Gather & incorporate as many of these as you can in the time you have allowed.

5: Recall through testing increases retention. Incorporate low-stakes testing into every lesson to increase learning.

Planning by @Isleworthmaths

Name: Noel Stoddart
Twitter name: Isleworthmaths
Sector: Secondary
Subject taught (if applicable): Maths
Position: Assistant Head
What is your advice about? Planning

1: Look at resources your colleagues have shared; you’ll know who has the best lessons.

2: Build a short list of resource websites you know and trust.

3: Decide on a resource and work with it. Do not spend hours choosing between resources.

4: Check the resource and then check it again. Mistakes you’re not aware of undermine pupil confidence in you but mistakes you know about can be used to address misconceptions.

5: The resources you use are secondary in importance to the quality of your questioning. Plan the questions you will ask and include them in your lesson plan. Pppb.

Moving Forward as a Successful Teacher by @NiomiRoberts

Name: Niomi Roberts
Twitter name: @NiomiRoberts
Sector: Primary
Subject taught (if applicable):
Position: Middle leader and class teacher
What is your advice about? Moving forward as a successful teacher.

1: Take risks in the classroom to improve pedagogy.

2: Listen, observe and question to make the most out of your developing practice.

3: Don’t take constructive criticism personally.

4: Be creative with lesson ideas and remember to collaborate with other teachers.

5: Look for inspiration within yourself and other practitioners around you.