My Best Lesson… The Marketplace

This post is the first in a series of many that is open to every teacher who would like to share their BEST lesson (or many great lessons) with the global teaching community.

Through careful and flexible lesson planning, how do you encourage students to actively learn in whatever pedagogical guise you design?  We would love for you to contribute your expertise!

In return you will get to steal and adapt brilliant ideas from other brilliant teachers.

All you need to do is email your resources and explanations (PowerPoint, Prezi, Word document or likewise) to and I will upload them in a jiffy!

1. Marketplace

Here is Lookout for Learning’s inaugural ‘My best lesson…’

  • Learning Intention = To consolidate the knowledge and understanding of the circulatory system.
  • This lesson design is adapted from Paul Ginnis’s brilliant book, The Teacher’s Toolkit, and can be found on pages 122 – 125.

  • Students see the test for 1 minute only before the learning commences and they cannot make any notes on the questions they see.  The test is then switched off.
  • The test is sat under exam conditions, after the peer teaching stage, with no reference to any materials they produced throughout the lesson.  This means they really must help each other in the 3 subdivisions (characteristics of blood vessels, functions of the blood and effects of exercise on the circulatory system)
  • The preparation stage is completed on a big A1 sheet where all 3 students must contribute to their subdivision.  They are only allowed to use 10 words so they must be creative with diagrams and anagrams to supplement their learning
  • I use an online timer that is on display at all times so the students know how long they have left in each stage of the lesson
  • A the review stage I get the each group to draw a circle representing a pie chart and ask them to honestly split the chart into 3.  Each of the 3 sections represent each student’s contribution to the group (%).  This does spark some great learning conversations between students and highlights passive students or students who just take over.  When we do this type of lesson again you do seem to get a much more equal contribution from all group members.
  • You can adapt the length of each stage depending on the length of your lesson.  Our lessons are 50 minutes long hence the shorter time
    Matt Bebbington
    Twitter: @BebbPEteach

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