SBL_19_ppt_EN Preparing a lesson for your class.pptx

Preparing a lesson for your class

1. In person training: presentation 6

2. Preparing your first lesson for your class SBL_ 19 _ppt_EN Mieke Achtergaele, Karel Moons, Silvia Viaene Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

3. Content of the presentation

4. Preparing your first lesson for your class

5. Introduction If you start with your first lesson for your class. Other criteria come into play: The age of your students (and the impact on didactical issues). Your habits in preparing lessons, that do not always fit with the way SBL-lessons are made. Maybe a feeling of uncertainty, that blocks you in your preparation. Your class and their SEL-skills. You, and your strengths as a teacher. This presentation gives you some information about these issues.

6. The age of your students Grade Group Specifications Primary school Grade 1-2 2 to 3 group members Work with pictures for the assignments, write them on small papers, spread them over the tables. Make assignments more concrete by using specific material. Combine 2 instead of 3 assignments. Use different colours to set what , how and asking help and feedback apart. Grade 3-4 3 to 4 group members Work with the worksheet/template but keep your assignments simple. Start with lessons that exist of only 1 part, then 2 parts, then 3. Be aware of students who take the lead to control the work. Grade 5-6 4 to 6 group members Start with groups of 4, then 5, then 6. Be aware of students who take the lead to control the work. Discuss the fact that students who change the subject of the discussion all the time are not working. Secondary school Grade 1-2 5 to 6 group members Start with groups of 4, then 5, then 6. The variety in SEL-skills is a challenge, due to developmental processes. Grade 3-4 5 to 7 group members Be aware that experimenting with relationships and rules forms a part of their developmental process. Provide ways to sheet or do it ‘differently’ in your lessons Ask students to work consciously with their strengths without them having to make them explicit to their peers . Grade 5-6 Groups to 10 members Ask them to choose strengths to work with in front of the group. Ask them to take risks in choosing roles and to experiment with new roles.

7. Students’ age and assignments Two ways of developing a skill: Easy: work at the same level of skill by using different situations or variations of the same exercise/assignment. Challenging: enhance the level of skill by making the exercise/assignment more complicated or difficult. The younger the age, the more you must work with the easy way of developing a skill. The same goes for the third part of the lesson: The younger the age, the smaller the difference between the skills that students need to combine. The older the age, the bigger the difference between the skills.

8. Biggest pitfall in preparation Unless you are an experienced SBL-teacher: Do not prepare or imagine the third part of the lesson before you finish preparing part 1 and 2. The third part organically evolves from the two first parts. Finishing the formulation of part 1 and 2 is necessary to make the right decisions about the third part. If you start with or imagine the third part beforehand, you risk ending up in a vicious circle of having to adapt all the parts of the lesson over and over again.

9. Subject and emergency proceedings Select a subject and a part of the curriculum you are familiar with for your first SBL-lesson. Play with your strengths as a teacher! You can accommodate the lesson plan and make a mix of direct instruction and SBL: see also SBL_13_pex_EN_Technology and designing If SBL seems too difficult for your students, you can switch to direct instruction by making the combinations of assignments yourself. This is an option at any point of the lesson.

10. Are your students ready for SBL? If you want to use group work and creative assignments, students must have: focus openness to the world around them a feeling of calmness and rest in themselves take a look at: https://www.teachmi.eu/strength-based If these criteria are not met, creative learning processes become very difficult. It is better to enhance these skills for the majority of the class before you start with SBL.

11. Are you ready for SBL? You learn better by making mistakes. Your first lesson will (hopefully) not be your best. Be honest with your students. Tell them that this is also new to you. Turn using SBL in class a common journey. If it does not work, read the specifications of a lower age group and adjust your way of working. Don’t do something else when they work with SBL. A good SBL-teacher is always running out of time to observe and make notes of all students. These observations are necessary to obtain learning gains in the long term.

12. In SBL students are the specialists of their experiences and process. The teacher is the specialist of the learning environment and the facilitator of the learning process .

13. Thank you! [email protected] [email protected] [email protected] https://research-expertise.ucll.be/en