Morning Bliss

Morning bliss

The five minutes between

When you wake up

And when you get up



The rapture of the bed

My mind like battle chess

My body quiescent


Wind in the window

It rattles like it’s possessed

The pitter patter of the rain

Makes me think of home


The alarm clock can snooze

To use – a dilemma

What is time but a passing

A fleeting moment in age


Worlds to overthrow

Battles to combat

Words to listen

New faces to remember


Vivid images of beauty

Crystal sky blue

Fields of green

A postcard I never received


To get out of bed

To summon up the demon of the cold

I grow weak and tired

But the dawn is calling my name


Everlasting hugs

Caress of a tireless lover

Gripping, wrapping, enveloping

Then heartache; and breakfast




Richard Taylor



© 2002 Mr Richard M Taylor.


7407 Stage 1 Teacher Training – Week 5 Notes


7407 – Stage 1


Lesson 05


Date Tuesday, 08 October 2002



Re-cap from last week


Aim – not measurable

Kirsten’s Aims: To introduce the concept of evaluation

To provide an opportunity for practical teaching


Outcomes – measurable (Objectives)

Kirsten’s Outcomes: List key features of evaluation

Differentiate between qualitative & quantitative questions

Critically evaluate the use of questions in teaching



Main points covered this week




Using questions effectively to teach



This week in detail


We are going to look at putting together self-evaluation questions. After break you are going to teach something using questions.



We briefly covered in more detail what is needed for Unit 102.


For task 102 – You need to have:


4 hours of evaluated lesson plans including…

1 hour of lesson observed and evaluated by Kirsten

1 hour of lesson observed and evaluated by Mentor

16 hours of lesson plans – signed off by a peer or line manager






  • To highlight any improvement opportunities.
  • Have we achieved our outcomes?
  • Feedback
  • Met learners needs
  • Monitor progress (or lack of)
  • Familiar with content




  • Ongoing…
    • At the end of every session.
    • At break times



  • On site (for learners)
  • At home (self)
  • On the bus (self)




  • Questions
  • Oral
  • Written
  • Anonymous feedback
  • Observation – Attitude
  • Observation – Happiness
  • Observation – Were barriers to learning addressed?
  • Observation – Were basic skills needs of learners addressed?



Assessment is not evaluation. Assessment is something that we would pin unto individuals. Have they learned anything? Assessment is attaching Learnt, learn, learning. Evaluation is something that is a lot more than Assessment.


Evaluation of:



Learning (was it effective)

Effectiveness of resources

Effectiveness of external resources



..things that are out of your control





Think about all the areas that you have to evaluate. Make a questionnaire for your peers to answer about how you are doing. Questions for yourself or Questions for your learners.



  • Peers
  • Self
  • Learners

Evaluation of lessons




Peers (Leo, Julia, Richard)


Did I communicate effectively with my learners?


Well   Could Be Better Poorly


Through use of Visual Aids


Through verbal instruction


Through practical demonstration




Did I achieve all the outcomes on my lesson plan? Yes No



Did I take into account the needs of my learners?


Yes Could Be Better No


Basic Skills Needs


Equipment Needs


Environmental Needs


Emotional Needs


Social Needs



Was the level of my lesson at an attainable level for my learners?


Yes No



Had I done enough preparation of materials for the lesson? Yes No




Learners: (Jill, Mary, Mohamed)


Did you find the handout useful?


What parts of the lesson did you enjoy?


How did you like the classroom?


What was your favourite activity?


What did you learn from todays lesson?


Did you understand the lesson?


Any other comments?



Course evaluation


How did you rate the classroom?


How did you rate the contents of the course?


How did you rate the tutors knowledge of the subject?


How did you rate the quality of the material provided?


How did you rate the facilities provided?


Any other comments?



Session Evaluation


What content of session V Good, Good, Fair, Poor


Did I tell you what you were going to do? Yes No


Quality of handouts V Good, Good, Fair, Poor


Were handouts clear? Yes No


Could you hear the tutor? Yes No


Was there any area of the session you didn’t understand? Yes No





Self (Hina, Shanaz, Sylvia)


Did I manage to identify my learners needs? Yes No


Did I spend enough time planning and designing my lesson time Yes No


Did I deliver within the time scale? Yes No


Did I meet my objectives? Yes No



Learner (Hina, Shanaz, Sylvia)


Did you learning anything and understand the lesson plan today? Yes No


Did you like the different varieties of teaching styles? Yes No


Was the pace of delivery comfortable? Yes No


Were you happy with the feedback questions? Yes No



Peers (Hina, Shanaz, Sylvia)


Did I identify my learners needs? Yes No


Were the objectives clear? Yes No


Did I Incorporate enough methods in my lesson? Yes No


Was the Information clear and to your understanding? Yes No




Self-evaluation checklist


Record with a tick in the appropriate column the comments which come closest to your opinion of your performance in each of the following areas:


How well did I ……?




1. link this session to other sessions ____ ____ ____ ____ ____

2. introduce this session ____ ____ ____ ____ ____

3. make the aims clear to the students ____ ____ ____ ____ ____

4. move clearly from stage to stage ____ ____ ____ ____ ____

5. emphasise key points ____ ____ ____ ____ ____

6. summarise the session ____ ____ ____ ____ ____

7. maintain an appropriate pace ____ ____ ____ ____ ____

8. capture the students’ interest ____ ____ ____ ____ ____

9. maintain students’ interest ____ ____ ____ ____ ____

10. handle problems of inattention ____ ____ ____ ____ ____

11. ask questions ____ ____ ____ ____ ____

12. handle student questions and responses ____ ____ ____ ____ ____

13. direct student tasks ____ ____ ____ ____ ____

14. cope with the range of ability ____ ____ ____ ____ ____

15. monitor student activity ____ ____ ____ ____ ____

16. use aids as illustrations ____ ____ ____ ____ ____

17. make contact with all class members ____ ____ ____ ____ ____

18. cope with individual difficulties ____ ____ ____ ____ ____

19. keep the material relevant ____ ____ ____ ____ ____

20. use my voice and body movements ____ ____ ____ ____ ____

21. check on student learning ____ ____ ____ ____ ____

22. build up student confidence ____ ____ ____ ____ ____

23. convey my enthusiasm ____ ____ ____ ____ ____

24. provide a model of good practice ____ ____ ____ ____ ____





What do questions do?


Questions force learners to:


  • Dig Deeper – Make learners thing
  • Change thinking – they can change they way that we think
  • Check out assumptions – a question may be posed to check the way in which they have made their assumptions. Explore this from questions…
  • Relate new information to other ideas – Think about posing a question that is going to link information.
  • Form theories – research questions help to form queries
  • Evaluate concepts


Questioning Techniques


There are many ways of helping learners to develop better, fuller and more confident answers. Some of these techniques are listed below.


Now ask yourself if you use any of these techniques. Do you:


  • Prompt – even when asking open questions you can hint at the kind of answer you are looking for by supplementary questions, e.g. “what about…?”, “Had you thought of…?”.
  • Pause – giving time to learners to assemble their responses.
  • Seek clarification. If an answer is unclear ask more questions, designed to help the learner work out what they think and why, e.g. “Do you mean…?”, “You seem to be saying…”, “Is that right?”, “What do the rest of you think?”.
  • Refocus. If the answer leads away from the point you are discussing, there are ways of leading the group back, e.g. “That was worth bringing up. Now, what about…?”.
  • Accept – never reject an answer out of hand. Treat every response as if it has some value, and say something encouraging before going on to clarify, or to seek other answers.


Preparing written questions


You should check that all written questions you prepare:


  • Are relevant to the learners’ needs, and the topic you are teaching.
  • Tell learners clearly and unambiguously what you want them to do.
  • Are directed towards specific learning outcomes.
  • Give learners scope to think creatively.


Using questioning during a lesson


For your answer to the above activity you could have noted the reasons suggested below:


In the introduction:

Questioning is a good way of recapping on earlier sessions. You can:

  • Discover how much learners know about a new topic.
  • Remind learners what they should know.
  • Encourage learners to want to learn something new.


During the development of the session:

Questioning throughout a session helps learners to learn by thinking for themselves rather than just absorbing what you tell them. You can also find out at each stage if:

  • All learners remember what you have covered.
  • The stage needs to be taught again.
  • You are pacing your teaching appropriately.
  • Your teaching methods suit the class and the topic.
  • Any learners are having problems with their learning.


After the conclusion of a session:

Questions are the conclusion of a session could:

  • Help to remind learners what they have covered in the session.
  • Tell you how much revision you will need to do before you move on.

7407 Stage 1 Teacher Training – Week 4 Notes


7407 – Stage 1


Lesson 04


Date Tuesday, 01 October 2002



Main Points covered today:






Recap of last week’s material.

Session Planning..

Whats the point?


  • To provide clear learning goals and outcomes
  • To prevent veering off-track
  • Time


What to we need to know about session planning?


  • We need to develop lesson plans



A fail to plan, is a plan to fail



Aims and Outcomes


When we come out to observe you we will look very critically at your Aims and Outcomes.


An aim is a statement of intent. An aim is not measurable. The aim is a general “overview” of what will be learned.

  • “Learners will be aware of…”
  • “They will have knowledge of…”



An outcome describes what the learner will be able to do at the end of the session. An outcome is measurable.

  • “Learners will be able to…”



SMART outcomes. We talk about our outcomes as being smart. This means they are:

  • Specific
  • Measurable
  • Attainable
  • Realistic
  • Trackable / time constrained


When Kirsten says your outcomes need to be smart, it means the above list. With time constrained Kirsten wants to see that there are time allocations for a certain activity. Allocating time for each activity so that you do not “go off the beaten track”



3 Domains


When we are actually planning our sessions there are 3 areas that we need to plan within.


When thinking about outcomes, think about the three domains.



Cognitive Domain Affective Domain Psychomotor Domain


Knowledge Attitude Skills


Simulation Demonstrate

Written questions Roleplay

Handouts Video


Group activity To become professionals

Projects / Assignments show them what it is

like being professional.



Lesson plans need to be planned out within the three domains.


Illustrative Verbs for Specific Objectives


Cognitive Domain


  • Knowledge
    • Defines, describes, identifies, labels, lists, names, outlines, selects
  • Comprehensions
    • Converts, defends, distinguishes, estimates, explains, extends, generalises, gives new examples, infers, paraphrases, summarises
  • Application
    • Changes, computes, demonstrates, discovers, manipulates, modifies, predicts, prepares, produces, relates, shows, solves, uses
  • Higher than Application (Analysis, synthesis & evaluation)
    • Breaks down, discriminates, infers, outlines, relates, separates, Categorises, combines, devises, designs, modifies, plans, rewrites, summarises, Appraises, compares, concludes, justifies


Affective Domain


  • Affective


Psychomotor Domain


  • Psychomotor





Note: Aims – Intent

Outcomes – what the student will actually be able to do


Which of the following are the aims and which are the outcomes?


Aim Objective


  1. To introduce the students to the concept of education
  2. Students will wire a 13 amp plug in the workshop to required safety standards
  3. To give students an introduction to Information Technology
  4. Students will design a questionnaire for market research purposes and use it on a sample of the general public
  5. Given ten thermometers reading different temperatures, students will read each thermometer with accuracy
  6. To explain the differences between aims and outcomes
  7. City and Guilds 7307 students will write outcomes containing 3 components of their own lesson
  8. Students will use the internet to research 4 artists using similar working methods
  9. To commence an analysis of the effect of colour on white objects
  10. To improve students confidence in interview techniques




Second part of lesson


Lesson plan


Design one of your lessons






Task 102 given this week


Due: Week 8 (5 weeks)


Session plan and teaching


Prepare session plans or individual action plans for 4 hours teaching and deliver at least one session, which will be observed.


In a nutshell:


Effectively evaluate how the lessons have gone, especially the observed lesson. Refer to feedback. Make effective changes, taking into consideration that you have evaluated your learners needs.


Write a rationale for the lesson plans – Reasons why have you done them

The lesson plans

Evaluate (see week 5) – What changes you are going to make

Goal of Session Planning


  • Aims / outcomes
  • Reference to content or subject matter
  • Times (Start and Finish)
  • Content / Jargon



Lesson Plan



Time Subject Matter Student Activity Teacher Activity Resources