Critically Analyse the Effectiveness of Planning, Teaching, Evaluation and Assessment Cycle

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Critically analyse the effectiveness of planning, teaching, evaluation and assessment cycle with close reference to current assessment theory. In order to teach an outstanding lesson according to OFSTED, teachers must ensure that their teaching and learning is highly effective. This must be evident on a day to day basis, in all lessons. Teachers can often get graded a lower level because any one of these elements is not used effectively. It is important to understand exactly what makes a lesson outstanding and to be aware of exactly what the government expects to see taking place in all successful lessons. This will then enable one to analyse the effectiveness of one’s own teaching. The priority in the classroom is to raise attainments. This can only be done by ensuring that the teaching and learning are efficient. To ensure this efficiency, the teaching and learning must be split up into more focussed components. These component parts are: planning, teaching, evaluating and assessing. It is important to establish how each of these components will determine the efficiency of the teaching that took place in school practices. The component parts of teaching and learning are not set in any particular order. They are a cycle and the effective use of one leads onto the outcome of the next. The first component that will be discussed is the planning part. As suggested by Powell (1997:15) ‘Most successful lessons involve a good deal of thought and prior planning’ It is important that teachers plan a lesson in advance. According to Dunne and wragg (1994:43), planning and preparations for lessons should be based on a clear learning intention: “ Plan with a clear purpose...select content to meet purpose”. If the learning intention or objective is not clear within the teacher’s own mind then the lesson will become confusing for the pupils. As well as a clear
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