The need for 'focussed teaching'
Effective teaching requires a balance of whole class, group and individual teaching. To achieve 'focussed teaching' there is a need to establish in the classroom predicable routines and organisations to provide a safe environment for students to be able to take the necessary 'learning risks'. In many classrooms students are never sure of what is going to happen and thus end up by wasting a lot of their own and others time. Focussed teaching ensures that the teacher is able to help the students achieve selected learning outcomes and develop independent learning skills. In turn the students gain the necessary feeling of success that leads to positive attitudes and self-esteem.

The following is a simple outline that can be continually modified to suit any Learning Area.

1. Introduction to any lesson - about 05/20 minutes?
   
   
   • Ensure that all students know what is expected of them. Use the blackboard as a teaching-planning aide.
     
     
   • Open the lesson with a planned teacher input by means of a class discussion, presentation or demonstration to introduce the lesson's goals.

     For example:
     
     

     • Relate the lesson back to previous work - to ensure students see the connection and also to consolidate previous learning. Currently many students fail to see any connection with previous learning.
       
       
     • Demonstrate, model or describe what is to be done. Too often we presume students already have the skills in place. Define the steps and processes involved and what you hope they will gain from the lesson/activity/experience.
       
       
   • Use open questions to assess student's 'prior knowledge', attitudes or skill level. It is important for you as a teacher to identify misconceptions students may have. Vary your questions to suit the level of the students. Don't forget to give 'wait time' and practice 'active listening'.
     
     
   • During this time students can clarify of describe what they have seen or have been asked to do by getting into pairs and sharing ideas. Students can also share with the class what they think is being asked of them to clarify expectations.
     
     
2. Focussed Group Work - about 30/45 minutes?
   
   
   • Limit your groups to no more than four so that you can focus on (for some period of the lesson) one group to ensure they receive in depth diagnostic assistance and feedback. Groups could rotate on a four day cycle - use a simple grid - four activities - four days.
     
     
   • Set tasks (either for each group or individual tasks) so that they know what is expected of them and how to do it. Either teach such skills previously or during your introduction. Try to avoid 'busy work' eg black-line masters although they may be useful until the students and the teacher develop the necessary group management skills.
     
     
   • Define group or individual tasks on the blackboard or whiteboard or on task sheets so that when group work is underway the students will not need your attention. Don't plan to have too many activity groups at one time unless you are confident or have enough equipment. Some students can be doing individual research, writing our previously checked material, or using the computers. Some tasks might be writing up work in their exercise books as record of what has been done.
     
     
   • Parent helpers, aides or 'trained students' can be useful for groups that are not receiving your 'focused attention.'
     
     
3. Reflection - Plenary Session - about 10/15 minutes?

   At the end of any learning experience it is wise to have a 'pulling together' session to consolidate what the students have learnt, to clarify and consolidate ideas and to set further tasks or even homework. What do you want them to know, or to tell their parents, about the lesson?
   
   

   • Students could in pairs share what the have found out and what skills they have used during the session
     
     
   • The goals or criteria of the lesson could be brought to the classes attention and any difficult areas clarified for those who might need it.
     
     
   • Students could share the processes and the criteria they have used - this would apply particularly to the focussed group working with the teacher. This is a chance for students who will be doing a similar task the next day to 'pick up' some learning strategies.
     
     
   • The teacher could relate the lesson to prior learning or other Learning Areas or how it applies in real life.
     
     
   • The teacher could discuss what went well in the lesson and what might be improved.
     
     
   • Students could after a discussion write up their thoughts, findings, queries in the exercise books of learning logs - these would be valuable feedback for the teacher.