Time Planning
Tracking an Objective through a lesson
The title of this booklet ‘Thinking It Through’ has
been chosen because even the most precise objectives are of little use if
they are not related to what actually happens in the classroom. So, it is
important that your lesson plan shows exactly where a specified objective
will be addressed within the lesson.
This is usually done by inserting the number of the
objective or objectives alongside your description of particular phase of
the lesson. Using numbers of a coding system reduces the amount of writing
or typing involved. In some cases there could be several references to an
objective in your lesson plan as you seek to reinforce what is being
learned.
In the examples of a lesson plans, which follow, Example
A, on the Battle of Bosworth, contains two particular objectives, which
are tracked through the plan.
Several comments may be made about this example.
- It covers a
lot of material. With some classes you would not be able to go so
quickly.
- As indicated
in the section ‘how many objectives?’, there are several types of
objectives involving a) knowledge and understanding, b) developing
further the pupils’ historical understanding especially that relating
to KSU 2 – cause, change and significance, c) organisation and
communication skills – organising data, note-making and finally, a
piece of extended writing, combining knowledge and imagination.(KSU 5c)
- The
objectives relating to Key Elements 2b and 2c are highlighted to show
where they are addressed in the course of the lesson and how they are
reinforced in the pupils’ work.
- Although
there are several quite distinct objectives, the lesson has a logical
sequence and coherence. You will frequently find you are covering
several objectives at the same time.
- The written
work has built possibilities for the next or a future lesson. By asking
the pupils to produce accounts either from one side or the other,
material is being provided for the reinforcement of the pupils’
understanding of historical interpretations (KSU 3) as well as bias and
the role of evidence (KSU 4). It anticipates discussion about the chance
survival of evidence. If only one set of accounts survives, e.g. those
of the winners, how does this create a problem for historians? With
abler pupils this could lead to the analysis of the real evidence about
Bosworth and its Tudor bias.
Example B has its main focus
on the use of evidence (KSU 4) and involves the use of group work.
Example C targets KSU 1,
chronology, again using groups, cards and time-charts.
Example D makes more use of the
textbook to provide information about interpretations, KSU 3.
Example E has its focus on the
use of physical evidence and also the concept of change, so targeting KSU 2
and 4.
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