ࡱ> #` [bjbjmm B        (((8` D!D#D#D#D#D#D#D$BFhHhGD g"GD  \D!!!  !D!!D!!R;  -> MU(<mArD0D<>It I<->->hI >! YGDGD!XD   Dd   d           Certificate in Education & Professional Graduate Certificate in Education LESSON PLAN Teacher: Denise Summers Course title and year group:Cert Ed/Prof Grad Cert EdModule: Continuing Personal and Professional DevelopmentSession date:15.10.08Session location and time:9.15-12.30 Session topic:Planning ESD in own practiceSyllabus and functional skills references: ALO 6  Session Aim/s (a sentence making clear the broad statement of intent) Developing ESD in own practice Learning Outcomes (by the end of the session/homework/following presentation students will be able to): Demonstrate knowledge, understanding and critical analysis of how to apply theories, principle and models of ESD within own professional practice. Consider examples of generic lesson plans and various Stomp and Global Village activities and whether these or any other activities introduced during the course could be developed for your own student group/subject area. Have started to plan rationale, lesson plan and resources required to integrate ESD into own practice. Have started to plan how to present this to the group. Minimum Core elements addressed from Part A or B: Minimum Core LL9, LL11,LL12,LL13,LL19,LL20,LL21,LL24,N9,N10,N12, N14,N15,N16,N17,N18,N20,N22,ICT7,ICT8,ICT9,ICT10, ICT,13,ICT15,ICT16ICT17,ICT18 Professional Standards addressed by Domain: AP2.1,2.2,6.1,6.21 BP1,1.2,1.3,2.1,2.2,2.4,2.5,3.1,3.2,3.3,5.1,5.2 CP1.1,1.2,2.1,3.1,3.4,3.5 DP1.1,1.2,1.3 EP1,1,1.2,2.1,2.3 Which of the 5 Every Child Matters Outcomes addressed: Make a positive contribution, Achieving economic wellbeing, Be healthy, Enjoy and achieve, Stay safe  Differentiation (which individuals or sub-groups is it necessary to make particular provision for because there are additional learning needs, support needs, specific contexts or significant levels of prior learning - and how will you support these students?): One student is receiving support outside of class for literacy/study skills. In this session, we are using interactive, visual and practical activities to encourage students to develop understanding of concepts. Students will work individually, in pairs, in small groups, and are encouraged to support each other, relate learning to own experience, as well as receive support from me. TimeContent & ObjectivesTeacher activityLearner activityResourcesAssessment strategies9.15Take register and discuss homework.Check on learning from last week.Discuss previous session and any thoughts/concerns. Previous sessions and students.Q&A, Discussion9.30 9.50Generic lesson plans and activities Summarising the aboveShare generic lesson plans, activities and show video clips.Split into 4 groups and give one to each to explore and feedback important points of each to rest of group, including how you may adapt for your subject area/student group Each group to spend 10 mins summarising main points and adaptations that could be made.Generic lesson plans and resources developed by Jo, plus activity sheets Discussion and possible development if appropriate for any of the group.10.30Developing plansFirst of all, look at presentation guidelines and presentation feedback sheets to see how you will be assessed.Familiarise with presentation briefs and assessment requirements. Presentation guidelines, assessment requirements and own ideas, resources, policies, etc.Feedback and discussion.10.40BreakBreakBreak11.00 Computers booked in Atrium Centre I will provide advice and guidance as necessary.Develop plans, and presentation support each other as necessary, ask me for support, find resources etc.Library facilities, each other, myself.Individual feedback.12.20Back to AC202Go back to AC202 to share progress.Share progress and develop ideas further before presentations. 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