Lesson planning – again, that’s what we teachers do and something I have been giving a great deal of thought to recently.

I

**wrote not long ago on the subject**and since then have tried**Ross Morrison McGill’s 5 minute lesson plan**and decided I was right to like his idea! Using the template places a real emphasis on what the students are learning, how they will learn it and how will they progress from here..

As I said in that post I wanted to adapt the template a little for my own use and have done so. Combining mostly Ross’s ideas with the Maths version I discovered (I originally found this on the Suffolk Maths site, I believe

**Emily Hughes is the author**) and then tweaking a little for me I have**my own version!**I wanted a bigger box for Assessment for Learning, to include vocabulary and to have the option to complete the plan electronically. So I have modified the shapes and added text boxes to the various parts of the diagram to make it possible to use electronically..

Knowing that this subject is one I will return to, I have given this

**5 minute plan its own page**(as part of the I’m Looking For.. series) which I will keep updated as I use this method for planning.T.

Thinking also about observing lessons I have been reading various articles and blogs and came across

**David Didau’s ‘Where Lesson Observations Go Wrong’**. Many of David’s comments really struck a chord with me, particularly his comment ‘**‘. That is so true; I think we would all like to think that any observer coming into our lesson has that in mind. If I observe a lesson in any capacity I want the teacher to know that I appreciate how well they know their students.***no one*knows my kids in my classroom like I do.

I do like David’s suggested questions (reproduced below – thank you David) for observation feedback – questions like this make for a good conversation between the observer and class teacher. If I have planned my lesson properly, thinking about all the aspects mentioned in the five minute plan above then I should easily be able to answer these questions and in fact be glad to be asked them. The questions emphasize quite rightly that this is but one lesson in a sequence of lessons and only a tiny snapshot of my interaction with that class.

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- Where does this lesson fit into your sequence of teaching?
- What have students had to learn in order to get to this point?
- What did they already know?
- How will you develop what students have done so far?
- How might the next lesson be adapted in light of what happened this lesson?
- How do you know if students are making progress?
- Why did you make the decision you made today?
- Is there anything you might do differently?.

These questions are useful for reflection – have an imaginary conversation with yourself even if you are not being observed. Actually come to think of it – isn’t that best of all – to get really good at observing ourselves?!