Fautley, Martin Lesson Planning for Effective Learning (0335246907)

With clear links between the preparation of writing a lesson plan, and the delivery of that lesson plan through your teaching, this book explores:

• Common components of lesson planning including learning objectives, learning outcomes, starters, teaching activities and plenaries
• The lesson plan document: what it can and can't do
• Teaching 'style' and your role in bringing lesson plans to life within your classroom
• Common pitfalls, including time management, over- and under-running, optimum learning time, and activity sequencing
• Broader strategies such as differentiation, personalisation and assessment
• Sample lesson planning documents from real teachers

'This is essential reading for all teachers, teacher educators and policy makers. For new entrants to the profession, it offers the opportunity to think beyond the notion of folk pedagogies and to consider how a more powerful theoretical framework might underpin lesson planning. It presents essential analysis as to why common approaches to teaching and learning have emerged and become embedded - this provides a great opportunity for more experienced teachers to develop a deeper critical understanding of their practice. Punctuated with reflective questions, it enables the reader to reconceptualise planning and pedagogy and to engage in theorised reflection on practice.'
Kate Laurence, Institute of Education, University of London, UK

'At last! A plain speaking book on effective lesson planning.Lesson Planning for Effective Learning by Martin Fautley and Jonathan Savage combines theoretical perspectives with really useful, instantly useable examples from everyday practice. Despite the scholarly approach, the 200 pages of this little book retain an essentially conversational quality ensuring that it is equally accessible to students, academics and learning enthusiasts alike.'
Andrew R. Mackereth, Headteacher, Heart of England School

'Lesson planning is one of the most fundamental duties of teachers no matter what their subject, age phase or experience. In their latest book, Martin Fautley and Jonathan Savage start with practice and, in deconstructing what teachers do every day, apply their deep thinking a