Fix this lesson
1 of 3
On paper, it looks fine
Here is a Level 1 Plumbing lesson in the four steps of . Every step looks reasonable. On the day, only 6 of the 24 learners are on track when it begins. A step can fail without you noticing, because nobody tells you.
The handout
Joining copper pipe: the plan
| Step | As planned |
|---|---|
| Launch | Register first. The lesson starts after ten minutes. |
| Establish | One quick demonstration of the whole joint. |
| Apply | Everyone makes the same joint. |
| Demonstrate | “Any questions?” |
- On the day: 6 of 24 learners on track.
Your jobChoose the fix at each step that keeps the most learners on track.
Run these four over your own plan. Where a step has the problem, make that fix and leave the rest.
Why this works in your room
A lesson usually goes wrong at one step, and that step can be fixed.
For your learners: They start straight away, see each step before they try it, and are never left waiting for you.
For you: You can name the step that lost the group, and change that step and not the whole lesson.
Launch
Goes wrong: ten minutes lost
Fix: a task on the board as they arrive.
Establish
Goes wrong: they get lost at one step
Fix: one step at a time, and they try each while you watch.
Apply
Goes wrong: eight are waiting
Fix: step cards on each bench, and a harder joint ready.
Demonstrate
Goes wrong: you hear from two volunteers
Fix: everyone shows you, and partners check against three points.
Elsewhere in Bradford ThreadWorks
Big 4Copilot: writing a simple prompt and asking for a draft, such as a summary, a starter or a quiz.Open Big 4 (opens in a new tab)
Lesson WeaverBuild a LEAD lesson plan, with a job for each of the four steps.Open Lesson Weaver (opens in a new tab)
WalkThrusExplaining and modelling: live modelling, one step at a time.Open WalkThrus (opens in a new tab)
Prompts to paste into Copilot
Two prompts to paste into Copilot. Change what is in brackets, and leave out learners' names.
Find the weak step
Here is my lesson plan in four parts: Launch, Establish, Apply, Demonstrate. [paste your plan]. For each part, say where learners are most likely to be waiting, lost or unchecked, and suggest one change. Do not rewrite the plan.
A start with no waiting
I teach [subject] to [level] learners. Give me three tasks on [topic] for the first five minutes, that learners can start alone as they arrive and that show me what they already know.
Small steps, then practice with you watching
Rosenshine's review found the most effective teachers begin with a short review, teach new material in small steps, guide learners' first practice, and check every learner before moving on. Each round of this lesson breaks one of those.
Rosenshine, Principles of Instruction, 2012 (opens in a new tab)How sure is this?
Fairly. Most of the research is from schools. The lesson and the numbers of learners on track are made up to show the idea, and your own group will not behave exactly like this one.
No source claimed