 Hello everyone. Happy Friday. I hope you're well. I thought back when my weekly videos what better to start with when one of the classics now I've been getting a bit of love from people on Twitter About the five-minute lesson plan. So I just thought I would clarify a few misconceptions because as ever Teaching ideas across the the industry when the theory isn't translated into practice and changes behaviors At least the fads and gimmicks and all sorts of things. So firstly I'll put some slides up in a moment. I think The the important thing to clarify is it's a thought process Not a form fill-in exercise. So don't fill in the form use the form to guide you to fill it in I think anything in teaching five-minute lesson plan or whatever as soon as it's a forced request compliance Teachers lose their autonomy. They don't feel trusted. It becomes a workload issue You then have to do it once a week marking or lesson plans 25 times a week then it becomes a big burden and there's ever The nature of social media and what have you as we see an idea and it grows and travels Through the World Web and we pick up on other people's ideas The original theories lost in translation. So it's a thinking process Not a form fill-in exercise and the five-minute lesson plan title sounds very romantic. And I think that might be a sticking point for some people and probably puts a lot of people off Makes people might dislike the resource or whatever else. So let's move away from the five-minute lesson plan as a title Let's think about lesson planning. So I'm going to put my slide up in a moment, but just before I do and Let me just go through a kind of couple of points from my side. Um, so I put this out Gosh 2011 online had been using it for about three or four years beforehand um As with anything Ideology changes practice, etc But strip everything away teachers are always going to need to plan lessons. Yes, there's a better sequence curriculum We know more about cognitive science retrieval interleave practice, etc wonderful, but Bare bones of teaching learning marking planning teaching and doing those things well um So although the dialogue of lesson plans in england has shifted dramatically over the last decade It's still a major burden For teachers particularly new teachers to the profession Some teachers outside of england Have no curriculum structure Some of us do we're very lucky here in england, but the vast majority of teachers elsewhere who have used this resource and still do Really benefit from it Um, you know just some general statistics on my website alone two and a half million downloads, which is crazy very flattering And over 140 countries last time I checked it still continues to be the number one click on my website as well as When it was first shared on the tes 2012 or or something like that As teachers master their subject knowledge Then managing student behavior planning a coherent sequence of lessons alongside A busy curriculum can lead to lesson plans becoming a burden And then it you know that serious workload issue all teachers having to then be told To write detailed lesson plans whether in school or through initial teacher training performers And you know I even go into the kind of off the dialogue here in england where it used to be a request Um, it's a bit of a mixed bag in lots of different places But all teachers regardless have to enter a lesson with a coherent plan today You're going to get a lot of teachers here in england who have very clear thoughtful detail precise curriculum plans on very Uh, I looked at one yesterday from a head of science really in depth Uh kind of excel spreadsheet with interleaving practice retrieval practice practical activities linked and all hyperlinked of the resources No need for an individual lesson plan brilliant But you still need to enter that lesson with a clear thought So the five minute lesson plan is a thought process. It's not a form filling exercise Okay, and even just that thought process alone whether it takes you one minute five or three hours You need to do it 20 25 lessons a week and that's exhausting And teachers will need to do this regardless forever because they need to go in with a clear intention And then also communicate this with the students So, uh, you know kind of go into the nitty grittier stuff Let me just get this a bit bigger on on the screen here for you all um You generally detailed lesson plans thing of the past But it's not a thing of the past for some teachers initial teacher training Cover lessons interviews different types of Education systems around the world also within our own system here in england. This may still be a thing for some people It's not sustainable. You can't do this 25 hours a week. It's laborious It's a headache to do it just for one lesson on the right hand side Good friend jude enright head teacher in north west london. She calls it doorknob lessons a great analogy I can turn up over time with experience open door and you rely on my forensics my wisdom to carry on with the lesson But I can't do this all the time. It's going to lead to anxiety. We know anxiety is not good for stress The research on memory and our neurons the more stress I accumulate as in my life as a teacher It's going to reduce the neuron capacity in my brain. So I'm going to lose neurons the more stressed I am So I don't want to increase what is already a very stressful profession A career so I occasionally will do a doorknob lesson You know, we might be busy moving between classrooms dealing with an incident on the corridor Or I'm exhausted. I haven't a great time to think carefully about a plan But I could do this in a couple of minutes on my feet in the moment I think the key thing here with everyone is you have to find your own way The five minute lesson plan is a thought process Not a form filling exercise and the thought process Sits between these two extremes. I don't want to fill in detailed lesson plans I don't want to arrive to my class in doorknob lesson fashion without a clear intention so Let me just go through. So I've got the an updated template. So I've been, you know, researching trying to Kind of look at original resources. We know things kind of go in and out of fashion get lost in translation become a bit outdated Put me in a corner five minute lesson plan. I think it's a timeless piece of timeless resource The critical thing here is the translation of it Translating that theory into your practice and changing behavior No teacher wants to be planning lessons night and day forever. They want to get to a place of wisdom where Curriculum plans are in place Schemes of work are all evident assessment plans, etc And then I can go into my lessons with clear plans Through a simple thought process not a laborious lesson planning template This original idea stem from the having to provide lesson plans as an evidence for observers I'm ignoring all of that Okay, the thought process is here. So let me just go through step one. So by the end of This little graphic here. You love the full plan on a page. Let me go through Kind of step by step I'll try and do this in five minutes. So here's the challenge lift pitch 30 give me your lesson in 30 seconds. Where are your students? Where do you need them to get to what did you do last lesson? You know that retrieval practice describe the context how many kids classroom logistics time of the year key concept to be taught Etc. That's the first one second one your objectives. So we need to have these You know, I'm going to ignore all the kind of writing them down sharing the intentions You need to break down the curriculum sequence into small steps and communicate this with your students Check the understanding along the way get kids to write it down, etc Consider your timing too many objectives too little, etc What is it that you want students to learn? Stage two is the engagement. So thinking about memory storytelling How are you going to hook kids into the curriculum bringing the curriculum to life? How are you going to keep memorable? Um, how are you going to get the lesson off to a flying start? So whether you call it a do now activity or something else thinking about hooking kids in to engage them as you're bringing in the stragglers into the lesson those You'll arrive a couple of minutes late and potentially disturb the lesson And originally this used to be stick abilities a lot of misconceptions about what it is So I've I'll come back to this and I'll I've moved on this updated copy the retrieval here is Learning should be hard Rather than asking what you've learned in today's lesson. I need to check Understanding from last lesson context is key Primary early years further education secondary You may not have seen your students for one week and in between they've had 20 or 25 other lessons So you need to have a quick recap Okay, so to ensure this is kind of concrete run Just say think what did we learn last lesson simple write it or say it would be my recommendation here So kind of key retrieval exercise It's stage three stage four, you know in keeping with lots of recommendations and cognitive science and kind of teaching education research Present new materials. So I'm doing a bit of dual code in here Simple graphics simple explanations. I'm obviously presenting this online. So there's a different way of delivering pedagogy We know working memory is limited. So I'm trying to keep this concise and synced I'm going very fast, but you can pause and replay the video to watch it back So you'll have different ways. I love the kind of simple mint materials in or at six noise level time Ask the students to confirm they've understood etc etc. Just check Present new material and small chunks Modeling you need to plan your model and there's more than just the visualizer There's more than the example on the board. So think think of a range of modeling strategies that you can use Here's one I made earlier, you know that I do we do you do methodology is key Thought process not a form-filling exercise At stage six that scaffolding and a cadence of cognitive apprenticeship students start off as a novice As you deliver your instruction, they're going to develop a degree of experience Expertise and you then need to fade away Your coach and support your resources the differentiation tools that you provide So scripts are really good for this different templates, etc We know at work. This is the real challenge for all of us working out what to do with 30 kids in front of us Stage seven that literacy that numeracy that rsc the british values all those things considered You know if there's any Opportunities to signpost other aspects of the curriculum. This is where it would go Okay, two minutes to go interventions. So in the interventions here, um, you can't do everything You can't do it with every child So you're going to need to select all students all classrooms have three groups of students students that fly Students that have a misconception miss. What does that mean? Clarify then off the go and the students that always struggle or need a bit of extra love and attention So plan at least those three Uh considerations every time you approach a one-off lesson That would be my advice there and then I've just got a note there Consider the use of the second adult if you're lucky enough to have Another expert in the room now stickability used to be in the top right here on the original lesson plan What do you want kids to learn? So this retrieval? So forget the word stickability, which was the original word. I guess the cognitive term is retrieval What do we want to retrieve from long-term stories to ensure that it becomes you know Kind of that concept rules and facts that semantic memory knowledge Want students to develop into their schema? Okay, so that make it stick the way things you're going to do this This is down to you as an individual teacher. How are you going to make this content stick? You'll have lots of different ways mechanics such as quizzes competitions Your retrieval practice resources as well as the engagement of you bringing content to life Through being very dynamic in the classroom standing on the table, whatever it would be Uh, so stickability, you know that last check before you go many whiteboards thumbs up thumbs down And do it as often as possible with my recommendation and the last one just to squeeze it in the sequence and flow How does it all fit in with the time frames you've got where you are in the curriculum? How do you guide practice? How do you scaffold all this for your students as you navigate through the academic year? Um, that would be my top tip there So you've got kind of full zones there that in direct instruction your Consideration of working memory cognitive load Where do you guide? How do you prepare kids for independent practice? So there's lots to go in there lots. Okay. So given that where you are in your position in your classroom Whether you're new to the profession or experience primary FE or what have you or even if you're watching this Outsiding context is key the five minute lesson plan is a thought process And it can be discussed as I hope I've demonstrated in five minutes If I force you to write this down on this template every time That's not going to be desirable. It's going to be unhelpful and it's going to lead to all sorts of silly Kind of misconstrued content lost in translation Increasing workload and whatever else and that's not good for any teacher So, um, just kind of a few clarifications from me teacher toolkit dot code at uk four slash five minute plan You'll find all the templates on there. I hope it's useful. I know it is for many people But one or two people that haven't had this explain the greater depth. I hope this video works Have a nice weekend. Uh, keep sharing keep It's uh being kind to one another and I'll be with you this time next week With some more ideas. Um, bye for now and I uh, thanks for watching