1. The Learning Cycle 1 Prepare for learning 2 6 Review – Step back
Agree Learning
Outcomes
Review – Step back
and reflect
on learning 5 3
Apply to demonstrate
new understanding
Present New
information through
all the senses 4
Construct (activity)

2. PREPARE FOR LEARNING
This does not happen by accident
Welcome students into the classroom
Make sure your classroom is a stimulating
welcoming and tidy place to be
Music
Bell Activity
Starter Activity
CONNECT THE LEARNING
First 4 minutes of lesson

3. The TEEP learning Cycle1
Prepare for
learning 2 6
Agree Learning
Outcomes
Review – Step back
and reflect
on learning
The TEEP Learning
Cycle 5 3
Apply to demonstrate
new understanding
Present New
information through
all the senses 4
Construct (activity)

4. DESCRIBE THE OUTCOMES
Where effective lesson planning should begin
These are things the students will be able to do by the end of the lesson which they couldn’t do at the beginning
Refer to learning outcomes throughout the lesson
Do your pupils have a clue as to why they are learning, what they are learning – have you told them?
Learning Outcomes should not be confused with activities
Learning Outcomes should be differentiated
THE BIG PICTURE

5. The TEEP learning Cycle1
Prepare for
learning 2 6
Agree Learning
Outcomes
Review – Step back
and reflect
on learning
The TEEP Learning
Cycle 5 3
Apply to demonstrate
new understanding
Present New
information through
all the senses 4
Construct (activity)

6. THE BIG PICTURE
Students need to see how a topic connects to them, how it is relevant to their lives. If its not going to make a difference to me, why should I be motivated to learn it?
W.I.I.F.M. [What’s in it for me?]
INPUT/
INTRODUCTION
Maximum 10 minutes
Introduce new information through VAK
See it
Hear it
Touch it
Stimulate the brain through as many senses as possible”

7. The TEEP learning Cycle1
Prepare for
learning 2 6
Agree Learning
Outcomes
Review – Step back
and reflect
on learning
The TEEP Learning
Cycle 5 3
Apply to demonstrate
new understanding
Present New
information through
all the senses 4
Construct (activity)

8. LEARNING IS NOT A SPECTATOR SPORT AND IT IS WHAT THE LEARNER SAYS AND DOES WHICH IS IMPORTANT NOT WHAT THE TEACHER SAYS AND DOES
Main part of lesson
Activity
[10 minutes]
Stop Class and Review
[2 minutes]
New Activity
[15 minutes]
Remember: “trying to learn without
Reviewing is like trying to fill the
bath without putting the plug in”
Students should be actively engaged
Students should have the opportunity to work in a variety of learning preferences, to process new information through the Multiple intelligences

9. The TEEP learning Cycle1
Prepare for
learning 2 6
Agree Learning
Outcomes
Review – Step back
and reflect
on learning
The TEEP Learning
Cycle 5 3
Apply to demonstrate
new understanding
Present New
information through
all the senses 4
Construct (activity)

10. Students should be allowed to show they can apply their new knowledge in a variety of contexts and in a variety of ways
There are two key questions to be considered at the end of phase three.
What have the students understood?
How do you know?
Each one teach one to show you know – students explain to each other what they have understood. “We remember 90% of what we teach”.
DEMONSTRATE
RETENTION RATES
LECTURE – 5%
READING – 10%
AUDIO-VISUAL – 20%
DEMONSTRATION – 30%
DISCUSSION – 50%
PRACTICE BY DOING – 75%
TEACHING OTHERS – 90%

11. The TEEP learning Cycle1
Prepare for
learning 2 6
Agree Learning
Outcomes
Review – Step back
and reflect
on learning
The TEEP Learning
Cycle 5 3
Apply to demonstrate
new understanding
Present New
information through
all the senses 4
Construct (activity)

12. REVIEW, RECALL AND RETENTION
REVIEW – NOT JUST WHAT YOU LEARNED BUT HOW YOU LEARNED IT!
5 minutes
Teacher reviews learning against learning outcomes
Actively refer to the learning outcomes on the white board at the beginning of the lesson
Allow space at the end of the lesson by collective review, this is the best way to keep recall high

13. Examples of Assessment for Learning.
Sharing Learning Outcomes

14. Examples of Assessment for Learning.
Questioning to support learning.
Devise classroom strategies, which mean students are thinking all the time [for example asking named students what they can add to a response given by another]
Build in sufficient “think” time, at least 3-4* seconds before rephrasing the question [*some have put this as high as 15 seconds]

15. Examples of Assessment for Learning.
Self and Peer Assessment. The aim is to “train”
students to become natural quality assessors, do this by
building into lessons regular opportunities to self and
peer assess in a variety of different ways.
Use a variety of approaches to self and peer assessment
Ask specific questions which relate to the task, not the learner e.g. “what did you find hard and why?” rather than “who found it hard”

16. Examples of Assessment for Learning.
Marking and Feedback - it is not possible to quality mark every piece of work. In this sense” less is more” and the work to be quality assessed needs to be planned and carefully chosen.
Give pupils time to read and act on the comments you have made
Make sure the comments are specific and related to learning intentions.
Departments will however, need to establish their own “Recording” systems, which all teachers within the faculty/department will follow.

17. Examples of Assessment for Learning.
Individual target setting – Target setting should involve all students and teaching staff in the identification and creation of achievable, challenging and measurable targets, based on previous achievement, aiming to raise self esteem and to fulfil learning potential.
Strategies might include:
On the basis of student’s work decide with the student upon an appropriate target
Check that the target is SMART – Specific, Measurable, Achievable, Relevant and Time-Bound [achievable within 4-6 weeks]
Ensure that target is visible to student i.e., on a post-it note, or written in book and is easily accessible to teacher