4 M’s

There are four criteria for an effective lesson plan objective: Manageable, Measurable, Made first, and Most important.


Asking Questions

Ask questions that seek to understand and/or further your learning to cultivate a culture of curiosity and humility.


Begin with the end in mind

Progress from unit planning to lesson planning. Define the objective, decide how you’ll assess it, and then choose appropriate lesson activities.


Break it Down

When a student makes an error, provide just enough help to allow them to ‘solve’ as much of the original problem as they can.


Checkpoint Activities

Mini assessments during a lesson that assess students progress towards the end goals of a unit of learning.


Circulate

Move strategically around the room during all parts of the lesson.


Culture of Error

Create an environment where your students feel safe making and discussing mistakes.


Data Tracking

The use of a range of hard (student grades) and so (engagement) data sources to support teaching and learning.


Defining Knowledge and Skills

Teachers completes any student checkpoint/end of unit activity. Unpicking the knowledge and skills needed to be successful in this task informs the direction of the unit.


Do Now

A student activity at the start of a lesson that requires no teacher guidance. Activity either recaps previous learning or introduce upcoming learning.


Double Plan

When planning a lesson the teacher also plans what the students are doing at each stage of the lesson simultaneously, and in response to each other.


Effective Instructions

Efficient, simple, specific, observable, sequential, and positive instructions.


Emotional Consistency

Manage your emotions to consistently promote student learning and achievement.


Every Minute Matters

Respect students’ me by spending every minute productively and not fixating on what has come before but on the potential for learning.


Group Discussion

Intentionally planning higher order questions into a lesson to prompt discussion between students.


Higher Order Questioning

Open‐ended questions that require more thinking from students and that promote discussion.


Holding Self/Others to Account

Holding yourself and others to account for your/their words and actions in accordance to school & classroom culture, values & rules.


I Do, We Do, You Do

A way to convey the essence of explicit instruction using three phases; explaining a task, doing task together, students do task.


Inclusive Practice

Planning lessons to include activities and tasks that requires all students to play an active role.


Joy Factor

Celebrate the work of learning as you go. Every teacher will have their own ways of bringing positivity and joy into their classrooms.


Leading by Example

Conducting yourself in accordance with the culture and values set at school and classroom level. If you don’t follow the rules, how can the students?


Least Invasive Intervention

Maximise teaching me & minimise ‘drama’ by using the subtlest and least invasive tactic possible to correct off‐task students.


Lifelong Learning

Seek out opportunities to learn, acting upon the belief that one never stop learning.


Make Compliance Visible

Ensure students follow through on a request in an immediate and visible way by setting a standard that’s more demanding than marginal compliance.


Make Steps Explicit

Sharing your internal thought process with students to avoid assumptions and ambiguity.


Make Steps Memorable

Use of buzzwords, bullet points, numbers, mnemonics, sequences, rhyme, rhythm, chunking and dual coding to support procedural understanding.


Must Have & Could Do

‘Must Haves’ are essential ingredients of a lesson to support all students’ learning. ‘Could Do’s’ are additional features that support and stretch groups of students.


Name The Steps

Break down complex tasks into simple steps that form a path for student mastery.


Open & Closed Questions

Closed questions can be answered with a simple ‘yes’ or ‘no’, while open questions are those which require more thought than a simple one word answer.


Outdoor Classroom

The use of outdoor areas and surrounding areas as alternative lesson resources to increase the potential activities possible and make learning memorable.


Own & Track

Ask students to annotate errors and be conscious of what they have learned from the process, fostering an environment of accountability.


Peer Moderation

Students evaluate their peers’ work and have their work evaluated by peers.


Planning to the Most Able

Pitching your lesson objective to the most able students in the class and planning scaffolds to support every other student to meet this.


Positive Framing

Guide students to do beer work while motivating and inspiring them by using positive tone to deliver constructive feedback.


Practice Makes Permanent

Based on the theory that what you practice is what you commit to long term memory, build in me within lessons for students to practice skills.


Precise Praise

Praise which positively reinforces student behaviours. It differentiates between recognising when students meet set expectations and praise when they exceed it.


Precision of Feedback

Feedback on the process students have used to complete a task, and on their ability to self‐regulate their own learning.


Pre‐Mortem of Tasks

Completing a task before you teach it to your students to identify which areas will need most guidance based on common misconceptions.


Scripting

Script and practice the delivery of key parts of the lesson to ensure standardization, clarity, and effectiveness. Re‐draft as necessary.


Strong Start

Design and establish an efficient routine for students to enter the classroom and begin class.


Targeted Feedback

Use economy of language to give specific feedback against a clear assessment criteria for selected students.


Task Transition

A brief activity or task placed between two parts of a lesson to call attention back to teacher before moving on.


Think, Pair, Share

Encourages students to think individually, then to discuss with a partner, before sharing with the whole class.


Thinking Aloud

To promote non‐presentational talk as a method to encourage exploration of thought and support discussion of multiple ideas.


Three Before Me

Instilling the routine to search for the answer before giving up.


Use of Assessment Criteria

A set of predefined markers that measure against the unit of work and intended learning outcomes.


Use of Props & Prompts

The use of audio and visual tools to reinforce and support teaching strategies.


Use of ‘Yet’

Promote the use of ‘yet’ to be tagged on the end of absolute statements and liming beliefs.


Verbal Feedback

Timely verbal feedback to students to inform and guide students next steps.


Vision Setting

Setting clear vision & expectations for students to work towards, which help to identify the steps they need to take to get there.


Wait Time

Allow students me to think before answering. If they aren’t productive with that me, narrate them toward being more productive.


What to do

Use specific, concrete, sequential, and observable directions to tell students what to do, as opposed to what not to do.


Willingness to Participate

To actively seek out opportunities to learn from and contribute to ongoing professional development.


Work‐Life Balance

Self manage me and tasks effectively to maintain a healthy balance between work and life.


References

  1. Doug Lemov, Teach Like A Champion
  2. Ark, Great Teacher Rubric
  3. National College for School Leadership | Facilitator Toolkit
  4. NSA | Six Steps for Effective Feedback