TEACH LIKE A CHAMPION WORKSHOP 2 A ACADEMIC

TEACH LIKE A CHAMPION WORKSHOP 2 A ACADEMIC ETHOS – OBJECTIVE AND EXIT TICKET

DO NOW Assume it’s the holidays and you are going away. What important thing do you need to THINK ABOUT in order to plan for this trip?

CONTRACT OF LEARNING Do you agree with the following contract of learning? Let’s discuss it: • Cell phones on silent • Full participation • Respect each other

The lesson planning workshop will be split into TWO parts: TLAC Workshop 2 ACADEMIC ETHOS OBJECTIVE and EXIT TICKET = A A A DOUBLE PLAN (I/We/You) = B Objective Do Now Teacher Learners I Do We Do Do Together You Do A Exit Ticket B

OBJECTIVES OF THIS WORKSHOP By the end of this workshop you will be able to: • Use the CAPS document to formulate a clear, observable and measurable Objective for every lesson. • Design an Exit Ticket to ‘test’ whether your Objective has been achieved. IQMS PS 3: Lesson Planning, Preparation and Presentation The educator demonstrates competence in planning, preparation, presentation and management of learning programmes. • Is lesson planning clear, logical and sequential? • Is there evidence that individual lessons fit into broader learning programmes (CAPS)?

FEEDBACK ON THE DO NOW Assume it’s the holidays and you are going away. What important thing do you need to THINK ABOUT in order to plan for this trip? Let’s hear your thoughts.

OPEN DISCUSSION Assume that each lesson plan is similar to a road trip or holiday. Which aspects of your lesson plan will replace the following: 1. 2. 3. 4. Destination = Passengers = Mode of transport = Souvenirs =

TLAC LESSON PLANNING TOOLS Problem: Lesson Planning is not very effective Solution: Plan Smartly Tools / Techniques: Objective (focus for today) Exit Ticket (focus for today) Double Plan (I / We / You) (focus for next workshop)

# TURN AND TALK What do you find most challenging about setting an objective for your lesson?

OBJECTIVE Begin with the End in Mind Identify what learners must be able to do (SKILL) and how they should do it (METHOD). By the end of the lesson learners will be able to (LWBAT) ACTON / SKILL by METHOD .

Good Objectives are: ade First * Set your Objective before you plan your lesson ost Important * Choose the most important skill (only ONE) easurable * Use observable verbs (individual evidence) anageable * The Objective must be realistic

What do you think of these Objectives: By the end of the lesson learners will be able to. . • • Know the names of the nine provinces of South Africa. Read a story about helicopters. Understand word problems. Greet each other in isi. Xhosa. How can you make these Objectives more effective?

Larger Objectives (those that are spread over a few days) are broken down into smaller ‘steps’ for learners to master. In this way EACH LESSON HAS ITS OWN OBJECTIVE. Example: LWBAT write a summary of a story using a frame. L 1: LWBAT identify the characters, setting and plot of the story. L 2: LWBAT act out the story correctly in groups. L 3: LWBAT put the events of the story in the correct sequence using pictures. L 4: LWBAT write their own summary of the story using a frame.

GROUP ACTIVITY • • • Refer to your CAPS document. Look at the topics to be taught next week. Choose one lesson and formulate a relevant Objective: Ø Identify the MOST IMPORTANT SKILL learners must develop (what they must do, and how they must do it). Ø Make sure the skill is OBSERVABLE and MEASURABLE (you can see it, and you can ‘mark’ it). Ø Make sure the skill is REALISTIC / MANAGEABLE • Report back to the larger group. By the end of my lesson learners will be able to …

The OBJECTIVE is the starting point for the other elements of the lesson plan OBJECTIVE What SKILL will my learners develop in this lesson? DO NOW How can I get them to ‘tune in’ and start thinking about this? I/We/You What can they do to learn and practice this skill? EXIT TICKET How can I ‘test’ whether or not each learner can do this?

DO NOW (recap) A short individual written activity that learners do as part of the Entry Routine (i. e. before the lesson starts). It gets them to focus and think about something they will need to know for the lesson.

EXIT TICKET A good Objective can be ‘tested’ at the end of the lesson. This is called an Exit Ticket. An Exit Ticket allows you to test TODAY what each learner can do TODAY so you can plan effectively for TOMORROW.

How to use the Exit Ticket (adapt the steps to meet your needs) • Five minutes before the end of the lesson, STOP EVERYTHING and instruct learners to do their Exit Ticket on their own. • When time is up, collect an Exit Ticket from every learner. • ‘Mark’ the Exit Tickets by dividing them into three piles : (1) READY TO MOVE ON (2) NEED MORE PRACTICE (3) NOT READY TO MOVE ON • Analyse the results, and use this information to plan the next lesson.

A GOOD EXIT TICKET: • Tests the Objective. • Is something learners have practised during the lesson. • Gathers individual evidence of learning. • Is differentiated.

Example 1: Objective and matching exit ticket OBJECTIVE: By the end of the lesson learners will be able to (LWBAT) summarise a story using a frame. Name: ___________ Date: ____ EXIT TICKET Fill in the missing words to summarise today’s story: ______ was a young boy who lived in ______. He was sad because _____________. So he decided to ____________. In the end ________________.

Example 2: OBJECTIVE: By the end of the lesson learners will be able to (LWBAT) label the parts of the body using the given vocabulary. Name: __________ EXIT TICKET Use the given words to label the diagram: Class: _______

GROUP ACTIVITY • Refer to the OBJECTIVE you formulated in the previous group activity. • Come up with a suitable EXIT TICKET to ‘test’ whether the Objective has been achieved. • Report back to the larger group.

REFLECTION and CONCLUSION What have you learnt TODAY that you will use TOMORROW?

WORKSHOP EXIT TICKET Please complete the workshop survey and hand it over to the mentors as you leave.