Mentoring sessions- Learning a new skill. Tiffany Colbert. Mentor – Mrs Wrigley (parrswood high school Drama teacher)

My discipline is Drama. Skill I wanted to learn was, planning a drama lesson. Why? I am considering being a drama teacher after university. This skill I am interested in because its something new but also an important skill. Being able to have this skill will give confidence when teaching different age range of students and will help me when covering this in further study.

Schedule- How my mentoring sessions worked. Where? I went to parrswood high school ( my old school and sixth form) as it is the best way to learn from experience and teacher based knowledge, that maybe a second year student may not have. I took part in three mentor sessions. This included: Taking part in the first lesson with year 9 students – Monday 11 th November 2013 Then having a discussion with the teacher of why she choose each lesson layout and myself asking other questions around my chosen skill etc. Then I took part in another session on Wednesday 14 th November This was with year 7 students. I joined in with the session with each tasks they had to complete but also took notes on how these session have been planned. This was because my next session was my chance to run my own planned session based on what they where learning. I had had a discussion with the teacher following this lesson. This was to make sure I did not cover anything they have already done when creating the next lesson plan. Also, what I can do to stay in the same syllabus they are learning but also to show my idea of a lesson plan I hade already created.

Monday 11 th November 2013 This was my first session watching yr9 pupils in their drama lesson. This helped myself create a lesson plan of how I think it should look from watching how their lessons where carried out.

Monday 11 th November 2013 Register, discussion, recap. Book writing, discussion on vocal collage, and what their practical task for the day was using BOY X material. Preparation group task of BOY X performance, Using the techniques they have just discussed. Performance, reflective feedback. Strengths and weakness of each group.

Mentoring homework to asses myself of how much of this skill I new already. After that session I wrote my own lesson plan for the yr7 class for Thursday 14 th November session, using only their syllabus. I had to think from using the previous session how I would plan this yr7 session.

Lesson Plan, first attempt – No guidance. By doing this, I not only highlighted things I needed to learn on lesson planning but It outlined what I wanted to do for the lesson I was running using my lesson plan. So it pulled together ideas.

Mentor teaching Lesson plan skills After showing my mentor my first draft, I was told I needed to include Learning outcomes for my plan and an assessment criteria.. (how am I going to measure the success of my lesson?) I was then given an old lesson plan to take away with me, that my mentor has used to plan her lessons. This was so I can re- create my lesson plan and to focus on the main to skills I wanted to learn from lesson planning which was learning outcomes and assessment criteria.

Finished Lesson Plan. Lesson Content: STARTER minuets. Show picture on board of ‘Oliver twist’ in setting and discuss with class settings, costume and body language. Also discuss each technique pupils need to cover in their performance at end of the lesson. HOT SEATING minuets As a class, sitting in a circle hot seat members of the class acting as Oliver asking him questions about his life. Question from every pupil. SCRIPT READING- 10 minuets Read and discuss ideas from ‘Oliver twist’ extract and how pupils will use this to develop their own scene from ‘Oliver’ GROUP REHEARSAL –10 minuets in groups rehearsals of their scene from ‘Oliver’ stimulus, and using techniques discussed. PERFORMANCE – 20 minuets Each group performs back with a synopsis and explanation of what techniques they used and why they choose to use each style Lesson outcomes: ALL pupils, will develop characterisation from a Victorian child's perspective. MOST pupils, will be able to develop techniques such as improvisation, hot seating and understanding how to respond to script stimulus creating roles. SOME pupils, will act as directors and evaluators in their groups. Learning objectives/Aim: To develop understanding of Victorian Britain using drama techniques. Assessment criteria: All pupils (in groups) will take part in a five minuet final performance at the end of the lesson including, Victorian children characterisation, Stage blocking, Directors synopsis, hot seating, creativity from stimulus, ‘Oliver twist’ script.

Micro Lesson Lesson out comes: All pupils will have written down their first and second name in morse code Most pupils will be able to speak it out loud Some will be able to write their name in morse, but can recite it from memory. Assessment criteria: each pupil can write their name in morse code by collecting the letters needed from the chart.

DAH DI