Introducing lessons - Lesson goals
General aims for effective lesson introductions
After initial rapport has been established you can discuss the lesson goals.
The goal should include information about what will be done, how it will be tackled, where it will be done, what should be achieved and why it is relevant.
All lesson introductions will be different, but as a general rule of thumb the information will ideally include the following (not necessarily in this order or with this type of wording):
What will be included in the lesson.
"As we agreed last lesson, today we will cover basic right turns."
This clearly identifies the content starts to raise the learner's expectation and strengthens the 'ready for learning' state.
How it will be tackled.
"In a moment I will find out what you already know based on your homework and then I'll use this diagram (points to visual teaching aid) to explain the step-by-step process."
This reassures the learner that there is structure and form and that the lesson will follow a pattern. People are comfortable and most relaxed with things they know and can rely on.
Where it will be done.
"We will drive to the roads we used last week via the High Street".
Explaining the location takes away any feelings of "I hope we don't go to the road where I crashed into the bus last week", etc. Watch your pupil's body language and facial expression when you discuss the route – any uncertainty will show and can be dealt with by changing the route or exploring the problem.
What should be achieved (goals).
"What do you think the main points are for this lesson and what would it be reasonable to achieve today?"
By focusing on the expected outcome you will adjust the lesson as required to achieve the desired result.
Notice how some outcomes include specific detail (mirrors) while others are less demanding (turns). For the lesson to be successful it must end on a high note, the pupil must achieve their desired outcomes - with this in mind the outcomes must be realistic and achievable.
Why it's relevant.
"When you can successfully complete left turns we will be able to tackle other situations that need the same junction routine."
Link the outcomes to future, training, safe driving, the driving test, trips to the seaside, in fact, anything that will motivate the pupil to succeed. For this to be really powerful you must 'know' your pupils; take an interest in what makes them 'tick'!
What happens next
In the videos you will see that John keeps Graham in touch with what will happen next at the end of the introduction. This is important because it gives the learner a sense of process (see how it will be tackled above) leaving them in no doubt about what is happening, and going to happen. It also gives them an opportunity to ask questions. The process of keeping the learner informed throughout the lesson is covered in detail in 'Job Sharing'.
During the exam, keeping the learner informed about what happens next also demonstrates to the examiner that there is a clear plan of action and that the learner is involved in the development of that plan.
In the following videos we give examples of lesson introductions for different types of learner.
Next: Step 3 - A remedial lesson example