Starters


 * Introduction to any lesson - about 05/20 minutes?**

For example: A standard process for presenting activities is: 1. What’s the purpose? (Why are we doing this?) 2. What is the objective or desired outcome? (Model! Whenever possible, show students what the outcome should look like before they begin - exemplars) 3. How will we go about this? (Process and procedure; the step-by-step) 4. How long will it take? (Time) 5. What should you expect at different stages? (Expectation and anticipation) 6. How will we know if we’re on the wrong track? (Error alert) (Modified from Information Anxiety 2, Richard Saul Wurman, p.208-209)
 * Ensure that all students know what is expected of them.
 * Have a start-up routine. Use the blackboard as a teaching-planning aide. Write date, lesson's aims and activities on board. Write equipment needed (pens, pencils, scissors, workbook, exercise book). Have a tray or box for homework, notes, permission slips, questions, requests. Have a DO NOW activity to be done independently while the roll is done.
 * **Open the lesson with a planned teacher input** by means of a class discussion, presentation or demonstration to introduce the lesson's goals.
 * Relate the lesson back to previous work - to ensure students see the connection and also to consolidate previous learning. Currently many students fail to see any connection with previous learning.
 * Demonstrate, model or describe what is to be done. **Too often we presume students already have the skills in place. Define the steps and processes involved and what you hope they will gain from the lesson/activity/experience.**
 * Use open questions to assess student's 'prior knowledge', attitudes or skill level. **It is important for you as a teacher to identify misconceptions students may have. Vary your questions to suit the level of the students. Don't forget to give wait time and practice active listening.**
 * During this time students can clarify or describe what they have seen or have been asked to do by getting into pairs and sharing ideas. **Students can also share with the class what they think is being asked of them to clarify expectations.**