Lessonplan 16- 1st Mtw
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Module Title: School Placement 4
Student Name & ID Number: John Keegan G00332426
LESSON PLAN (2018-2019) TEACHING PRACTICE LESSON PLAN Student teacher: John Keegan Pupil Year Group: 1st Year MTW
Topic: Coat Hanger Project. Number of students: 22
Lesson Number: 16
Duration of lesson: 75 Mins
Date: 31st Jan 2019
Time of Lesson: 9:40
How has the previous lesson informed my planning for this lesson? Due to the fact that this group is one that is split between me and the co-operating teacher, I had to take time to talk to the teacher as to see what stage the students are currently at. From the previous lesson I am aware that there me be a number of students working on the marking out process of the project, others will be working on gluing up the project. During today’s lesson I plan to take time to demonstrate the dangers and hazards when using and handling a chisel. Todays lesson will see a few of the students moving onto the finishing and gluing stage of the project. During the lesson I will be encouraging the students to ask questions regarding the project. During the lesson students will be selected to drill out the hole on their piece. Students decide how many holes they want on their work piece and where. Students have previously used the pillar drill and will only need a quick introduction to the machine. Constructive/ positive feedback will be used to motivate and engage students’ in the project. The majority of the students will be at a stage to glue their own work by the end of todays lesson.
1) Aims: The main aims of this lesson are: • • • • • •
Enhance student’s psychomotor ability through breaking down of the working drawing. Enhance the student’s cognitive ability by involving numeracy into the working drawing. Activity work on the coat hanger project. Demonstrate my method of class demonstrations and what I expect from the group. Classify the many dangers when using a chisel. Navigate the students to the gluing stage of the project.
Module Title: School Placement 4
2) Main learning outcomes & corresponding assessment Learning outcomes (LOs) Assessment of Los At the end of this lesson students will be able to: • Behave according to an outlined and expected • Visual Inspection standard, enter/exit the room in a respectful and safe • Questioning manner. • Teacher observation • Demonstrate good work ethic in the manufacture of • Class Discussion the project. • Higher Order Questioning • Recall the hazards and dangers when using a chisel. • Weaker Student Feedback • Break down the working drawing and develop a • Student Demonstration confidence in breaking down working drawings. • Transfer their knowledge to complete the project.
3) THE LESSON TIME LINE TEACHER ACTIVITIES SET INDUCTION (BEGINNING) 0-3 Mins
3-5 Mins
•
Teacher meets the pupils and brings them to their seats in an orderly fashion.
•
The teacher will allow the class to settle at their desks and will take the attendance.
•
Take role on VSware. *time allocated to take material out of storage.
STUDENT ACTIVITIES •
Students enter in an orderly fashion and take up their assigned seats.
KEY* O ET O
LESSON SEQUENCE (MIDDLE) 5-9 Mins
•
The teacher will start of by setting out the learning intentions for the class; -Demonstrate work ethic in the producing of the project. -Health and Safety- chisel. -Begin to fit joints in project. -Bring Project to finishing stage. •
The teacher will spend a few moments asking the students questions while recapping from the last class. Key questions: -What is different in the dovetail joint? -What is the reasoning behind using the marking gauge?
•
The students will follow the teacher as he goes through the learning intentions.
•
The students will communicate with the teacher to recap on the previous class.
•
The students will answer the questions prized by the teacher.
O, G
O MA
CL
Module Title: School Placement 4
9-20 Mins
•
Overhead on health and safety on the chisel. Key Questions: -Why is a chisel dangerous? -Why do we need to pay full attention when using this tool? -What is the rule for using the chisel?
•
Demonstration- correct procedure to chisel the dovetail joint. Inclusive Questions; -Why do we need to cut down to the line? -What is the reason behind chiselling from both sides?
20-72 Mins
•
•
•
The teacher will then allow the students to complete the joints. *Differentiation- the teacher will take time to give demo’s to students at different stages to the project. Highlight the marking out necessary for the pencil, students will receive minimal guidance here as they decide for themselves (discovery learning). Select a student to use the pillar drill observing the students’.
•
Demo – Gluing Procedure Inclusive Questioning; -What material and tools do we require for gluing up? -Why do we do a dry run first? -What is the propose of using the damp cloth?
•
The teacher will organise a set clean-up of the classroom.
G O
• •
The students will follow the PowerPoint asking any questions that they may have.
The students will follow the demonstration and will work carefully on their project.
•
The students will work effectively on their project and will ask any questions they may have.
•
The students will work to the best of their ability to complete the task. They can ask the teacher for assistance if needs be.
SEN MA
O
G
•
•
• •
Differentiation- Some students are working on the towel rail project. Students will be encouraged to use buddie system if they become stuck. Students will be responsible to the marking out of the holes necessary. *Differentiation- some students will move on to creating a design with the philographer
MA
GW SEN
CLOSURE (END) 72-80 Mins
-Reflective Questions; Why is a dry run important?
•
•
Students will follow instructions to clean up the room. Pupils will identify the new learning.
O, L, CL
Module Title: School Placement 4
What are the two dangers for the chisel? Why do we always chisel to the line?
•
•
Pupils will define the rules and routines.
•
Pupils will exit from the room in a calm and orderly fashion.
Teacher organizes orderly exit from classroom.
*KEY: L= Literacy, N= Numeracy, O= Oracy, G= Graphicacy, MA= Mixed Ability, ET = Educational Technology, MI = Multicultural Inclusion, PBL= Problem Based Learning, GW= Group Work and C&I= Creativity and Innovation.
4) LIST OF TEACHING RESOURCES ✓ ✓ ✓ ✓
Materials Coat Hanger Model Detailed Drawing of Coat Hanger Overhead- chisel
5) POST LESSON CRITICAL REFLECTION (bullet points- 3-5 points) Strengths • • •
Students used their initiative to help other students and bring them up to date with the project. All students working on the pillar drill where competent in the set up and understood the dangers with the machine. When over at the gluing station, students showed the correct procedures when gluing the dowels. Challenges
•
Some students were still at the marking out stage of the project so I had to take time out and bring them together for a demonstration. • There was an issue with the clamp for the pillar drill. Suggestions for the Next Lesson
Module Title: School Placement 4
•
For the next project I plan on introducing a tick the box method so I can see what stage each student is at in the project.
Student Name & ID Number: John Keegan G00332426
LESSON PLAN (2018-2019) TEACHING PRACTICE LESSON PLAN Student teacher: John Keegan Pupil Year Group: 1st Year MTW
Topic: Coat Hanger Project. Number of students: 22
Lesson Number: 16
Duration of lesson: 75 Mins
Date: 31st Jan 2019
Time of Lesson: 9:40
How has the previous lesson informed my planning for this lesson? Due to the fact that this group is one that is split between me and the co-operating teacher, I had to take time to talk to the teacher as to see what stage the students are currently at. From the previous lesson I am aware that there me be a number of students working on the marking out process of the project, others will be working on gluing up the project. During today’s lesson I plan to take time to demonstrate the dangers and hazards when using and handling a chisel. Todays lesson will see a few of the students moving onto the finishing and gluing stage of the project. During the lesson I will be encouraging the students to ask questions regarding the project. During the lesson students will be selected to drill out the hole on their piece. Students decide how many holes they want on their work piece and where. Students have previously used the pillar drill and will only need a quick introduction to the machine. Constructive/ positive feedback will be used to motivate and engage students’ in the project. The majority of the students will be at a stage to glue their own work by the end of todays lesson.
1) Aims: The main aims of this lesson are: • • • • • •
Enhance student’s psychomotor ability through breaking down of the working drawing. Enhance the student’s cognitive ability by involving numeracy into the working drawing. Activity work on the coat hanger project. Demonstrate my method of class demonstrations and what I expect from the group. Classify the many dangers when using a chisel. Navigate the students to the gluing stage of the project.
Module Title: School Placement 4
2) Main learning outcomes & corresponding assessment Learning outcomes (LOs) Assessment of Los At the end of this lesson students will be able to: • Behave according to an outlined and expected • Visual Inspection standard, enter/exit the room in a respectful and safe • Questioning manner. • Teacher observation • Demonstrate good work ethic in the manufacture of • Class Discussion the project. • Higher Order Questioning • Recall the hazards and dangers when using a chisel. • Weaker Student Feedback • Break down the working drawing and develop a • Student Demonstration confidence in breaking down working drawings. • Transfer their knowledge to complete the project.
3) THE LESSON TIME LINE TEACHER ACTIVITIES SET INDUCTION (BEGINNING) 0-3 Mins
3-5 Mins
•
Teacher meets the pupils and brings them to their seats in an orderly fashion.
•
The teacher will allow the class to settle at their desks and will take the attendance.
•
Take role on VSware. *time allocated to take material out of storage.
STUDENT ACTIVITIES •
Students enter in an orderly fashion and take up their assigned seats.
KEY* O ET O
LESSON SEQUENCE (MIDDLE) 5-9 Mins
•
The teacher will start of by setting out the learning intentions for the class; -Demonstrate work ethic in the producing of the project. -Health and Safety- chisel. -Begin to fit joints in project. -Bring Project to finishing stage. •
The teacher will spend a few moments asking the students questions while recapping from the last class. Key questions: -What is different in the dovetail joint? -What is the reasoning behind using the marking gauge?
•
The students will follow the teacher as he goes through the learning intentions.
•
The students will communicate with the teacher to recap on the previous class.
•
The students will answer the questions prized by the teacher.
O, G
O MA
CL
Module Title: School Placement 4
9-20 Mins
•
Overhead on health and safety on the chisel. Key Questions: -Why is a chisel dangerous? -Why do we need to pay full attention when using this tool? -What is the rule for using the chisel?
•
Demonstration- correct procedure to chisel the dovetail joint. Inclusive Questions; -Why do we need to cut down to the line? -What is the reason behind chiselling from both sides?
20-72 Mins
•
•
•
The teacher will then allow the students to complete the joints. *Differentiation- the teacher will take time to give demo’s to students at different stages to the project. Highlight the marking out necessary for the pencil, students will receive minimal guidance here as they decide for themselves (discovery learning). Select a student to use the pillar drill observing the students’.
•
Demo – Gluing Procedure Inclusive Questioning; -What material and tools do we require for gluing up? -Why do we do a dry run first? -What is the propose of using the damp cloth?
•
The teacher will organise a set clean-up of the classroom.
G O
• •
The students will follow the PowerPoint asking any questions that they may have.
The students will follow the demonstration and will work carefully on their project.
•
The students will work effectively on their project and will ask any questions they may have.
•
The students will work to the best of their ability to complete the task. They can ask the teacher for assistance if needs be.
SEN MA
O
G
•
•
• •
Differentiation- Some students are working on the towel rail project. Students will be encouraged to use buddie system if they become stuck. Students will be responsible to the marking out of the holes necessary. *Differentiation- some students will move on to creating a design with the philographer
MA
GW SEN
CLOSURE (END) 72-80 Mins
-Reflective Questions; Why is a dry run important?
•
•
Students will follow instructions to clean up the room. Pupils will identify the new learning.
O, L, CL
Module Title: School Placement 4
What are the two dangers for the chisel? Why do we always chisel to the line?
•
•
Pupils will define the rules and routines.
•
Pupils will exit from the room in a calm and orderly fashion.
Teacher organizes orderly exit from classroom.
*KEY: L= Literacy, N= Numeracy, O= Oracy, G= Graphicacy, MA= Mixed Ability, ET = Educational Technology, MI = Multicultural Inclusion, PBL= Problem Based Learning, GW= Group Work and C&I= Creativity and Innovation.
4) LIST OF TEACHING RESOURCES ✓ ✓ ✓ ✓
Materials Coat Hanger Model Detailed Drawing of Coat Hanger Overhead- chisel
5) POST LESSON CRITICAL REFLECTION (bullet points- 3-5 points) Strengths • • •
Students used their initiative to help other students and bring them up to date with the project. All students working on the pillar drill where competent in the set up and understood the dangers with the machine. When over at the gluing station, students showed the correct procedures when gluing the dowels. Challenges
•
Some students were still at the marking out stage of the project so I had to take time out and bring them together for a demonstration. • There was an issue with the clamp for the pillar drill. Suggestions for the Next Lesson
Module Title: School Placement 4
•
For the next project I plan on introducing a tick the box method so I can see what stage each student is at in the project.
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