1. Techniques to enhance the pace of lessons’

2. Self review My class is often still working right to the bell
We are often packed up waiting behind the desks 5 minutes before the bell
My starter often lasts 20 minutes
I find myself talking about slightly or totally unrelated subject matter during lessons.
I normally wait until the class settles down at the start of the lesson, talk to them about the learning objective then have a Q and A about last lesson
My main activity often lasts the majority of the lesson
I find myself talking for more than 2-3 minutes at a time
At the beginning of the lesson the first thing the students have to do after the aim and title is listen to me.

3. Mapping Pace
Lesson Organisation
Transitions
Learning activities

4. Start as you mean to go on
The students filter into my lesson. I hand the books out and make sure everyone has a sheet whilst most copy the LO. I then hurry round to make sure the more unfocused have remembered to copy the LO. By this time some have finished copying and are waiting and/or chatting.
The students filter into my lesson. Two know that it is their role to distribute books/sheets. This leaves me free to greet the class at the door and intervene early with anyone who is slow. Everyone a self contained starter activity. This gives me continued time to push forward the learning and go around to the students asking questions about the learning.

5. Organisation to boost pace
Practise the distribution of your resources. Time the sequence and repeat.
Appoint monitors whose job it is to collect and distribute resources – worksheets, books, pens.
Send students the message that every minute counts

6. Starter as recall – DO NOW
True or false
Label events in chronological order
Spot the mistakes
Add the labels to the correct position
Fill in the gaps
Explain the relevance of the pictures

7. Lesson Planning for pace and depth
Tough balance between overly long activities and ‘surface skimming’.
Blend of both short and longer learning sequences normal range of between 3-20 minutes
If longer ask yourself to justify in terms of student learning
Break task down and attach times to each component
Clearly scaffold the learning episodes

8. Comparison
Write a newspaper article in the tabloid style previewing the Olympic games
1. Plan your article by listing 5 techniques you will employ (5 minutes)
Write your headline and opening paragraph (8 minutes)
Finish the article and choose and appropriate image (1o minutes)

9. Analysing language and structure Wednesday 10th Oct
To analyse the structure in ‘The Laboratory and the effect on the reader’ (B)
To analyse the structural devices and language used to present stong emotions in ‘The Laboratory’ (A)
Starter: Complete your venn diagrams. Use the pictures to aid your comparisons.
1. Relationship between men and women
2. Female Character
3. Male character

10. Starter What can you see in the room?
What has the classroom been turned into today?
What do you think your task is goi ng to be?
Ext – Which Reading Afs have you had to use already?

11. Immediate Impact The Tempest Shipwreck CSI Crime Scene WW1 TRENCH
Gothic World
Macbeth
Witches Cauldron

16. Transitions
Successful transitions are the life blood of a great lesson
Ineffective transitions enfeeble learning and exhaust teachers!

17. Pitfalls
Overly long teacher talk that does not promote new knowledge skills and understanding
Not ensuring 100% engagement, think differentiation and challenge
Not checking for understanding

18. Instructions Ensure 100% engagement Repeat once Assess understanding
Allow for any clarifications
Incorporate into resources

19. Plenary - organise Refine my instructions Do It Now
Room as a teaching resource
Extension Tasks
Non-verbal
behaviour management
Practise resource distribution
Use of monitors