TOPIC: An introduction to the Instructional Leadership Programme for Cohort 3
MENTAL SET – INTRODUCTION
- Welcome and introduction
- Ice Breaker
- Hook – share (very short) personal experience of the IL journey
SHARING THE OBJECTIVE OF THE LESSON
To play with some of the elements of Instructional Leadership
- Teams Games Tournament
- To deconstruct the sample lesson, identify some of its elements and see how they jigsaw together.
Placemat: Person A collect paper and marker. Layout placemat depending on how many people in the group. Spend a few minutes writing individually about what they hope to gain from the in-service. Round robin beginning with person B. Decide on top 3 ideas. Person C write these in the centre of the placemat. Person D feedback to whole group.
Snowball: All participants are given a piece of paper and asked to list as many characters from The Seven Dwarves in one minute. Using the snowball technique, repeat the task 2 more times. Call on individuals to name someone off their list.
Think Pair Share on the advantages of using snowball, and also a suggested use in class.
Teams Games Tournament: Arrange participants into groups. Give teaching points for the game. (Separate sheet)
CHECK FOR UNDERSTANDING
Hunter’s Lesson Design
Johnsons’ Elements of Effective Group Work – safety, accountability, everyone involved
Team Game Tournament
TITLE OF LESSON/TOPIC: Mathematics – Factors and Roots
CLASS: Third Year Ordinary/Higher, Fifth Year Ordinary Level
This lesson integrates, Groupwork, Blooms Taxonomy
MENTAL SET – INTRODUCTON /HOOK:
Competition time! The challenge is on to see which group can successfully complete the Tarsia Graphs worksheet in the shortest possible time.
SHARING THE OBJECTIVE AND PURPOSE OF THE LESSON:
The purpose of the lesson is to work together to factorise each equation and recreate the diamond shape grid.
INPUT OR INFORMATION:
Students work in groups of threes, A, B, C. The pieces are divided amongst the group. Students begin by working individually for five minutes trying to solve the equations. After five minutes person A starts by calling out one of their equations, working together the group solves the equation and finds the matching answer. Rotate around the group taking turns until all the pieces have been positioned correctly.
If the groups are in difficulty a person can act as scout to spy on the other groups’ work.
Show students completed shape. The triangular pieces fit together like a jigsaw with the equation/factors and factors/roots placed beside each other.
CHECK FOR UNDERSTANDING:
Circulate around the room, observing student response to task.
PRACTICE – GUIDED AND/OR INDEPENDENT:
Student practice by completing the task
Which question, if any, did the student find most difficult? How would they rate their performance as a member of a group?