Recently i implemented a new lesson structure for the J2 classes, inspired by my Harvard teaching and learning course.
It’s easily remembered by the acronyms ABCDE, inspired by my son’s fascination with alphabets.
A for Aim – What’s the learning objective we’re trying to master today?
B for Big Idea – What’s the underlying concept behind this learning objective?
C for Culling – Which are the important information in the question stem?
D for Doing – In the prescribed time limit for the marks allocated.
E for Evaluation – Reflecting on the gaps in understanding, or careless mistakes.
In having this structure, students knew what is expected of them every single lesson, to go through the lesson knowing there is one main concept we need to learn. Some people might be worried that such structure will crimp creativity, actually i think the reverse is true. Having a well-defined lesson structure allows students the mental space and boundaries to explore, either with their discussions or with their questions and answers.
In the last lesson when i taught energy cycles, i was amazed at the variety of answers i got when they presented on the whiteboard after the D stage.
At the E stage, the different ways which they drew the energy cycle was really unexpected. Even the incorrect answers led us to identify new misconceptions.
I used to think lesson plans were unnecessary, but now i’m starting to see the value in having a broad structure for the lesson 🙂