As part of our PPP module, we were expected to plan and deliver a 30 minute lesson to the rest of the group. This involved planning each activity, manage our time effectively, and ensure that everyone took something away from the lesson that they did not know before. As the title of this blog post suggests, my lesson looked at how certain aspects of a Christian wedding ceremony help prepare the couple for married life. I chose this subject for two reasons: I had looked a little bit at wedding ceremonies back at GCSE level, so had a starting point for my lesson; I am also always looking for symbolism in everything as a way to understand concepts, so thought that my lesson would be more interesting if it was something I was genuinely interested in.
Once I had the key idea, the first hurdle was trying to come up with activities that would not only facilitate learning, but also be creative and take up the right amount of time. The lesson plan template we had been provided helped in setting out suggestions for how long tasks should be. Without it I probably would have spent too long on my starter activity, and neglected the assessment aspect of the lesson.I envisaged my lesson being aimed at mid-set pupils in year nine, so my first thought was, I needed to have something set out on the tables for when the lesson was ready to begin. This was not only to save some time handing paper out, but also so that the class could get straight on with work, and not become distracted because there was nothing to do. I decided that for my starter activity, as a way to see how much the class already knew, I would set out paper on the tables with pictures commonly associated with weddings and ask them to circle the images they thought related to Christian ideas of marriage.
Then I planned my main ‘teaching’ segment of my lesson. In this allotted time, I would go through my PowerPoint slides, and explain the significance of the different aspects of Christian wedding ceremonies. I thought a good way to test if the class had taken on board the information was to ask them to illustrate one of the aspects we went through together. This way, I thought it would be more interesting than a written task, while still allowing me to see any progress made.
I thought it would be a good idea, as the ‘demonstration’ part of the lesson plan to have the pupils use their drawings to do some of their own peer teaching. Using what they drew, I wanted them to explain the aspect to their partner, and then swap. I had done this in school myself, and thought it was a good way to test understanding, while also seeing if they had retained the information enough to feed it back to someone else.
The final part of my lesson was simply to clear up any misunderstandings or answer any questions that the class might have. I would say that this was the part I was the most nervous about, simply because I didn’t want the whole class to be asking the same questions about something I thought I had explained clearly enough. Luckily, it appeared that I had delivered my lesson well enough that people had grasped all of the information given to them.
My next blog on how the lesson went will go through what I think went well and what I think I can improve for future lessons I teach.