Lesson Cogs - Lesson Planning Simplified!

​Do you often find yourself stuck when planning a lesson? Do your lessons run over or lose direction? Teachers often have these struggles when planning lessons. Lesson cogs is a simple way of looking at lesson planning. by understanding the cogs that make up a successful lesson, you can easily use them to sequence activities and tasks to make great learning happen. Each cog links to a type of child or teacher-led activity that plays a part in learning. But what are the cogs and what do they look like in a lesson? Below, we break down each cog for you - enjoy!

Each cog is listed with an explanation of what it could look like in a lesson and a time for how long these types of activities should last for. It is worth remembering that these times are estimated based upon a standard 60 minutes lesson. When you plan your lessons you may decide to extend or shorten the activity times depending on the subject of your lesson, your children's understanding and how long your lesson is set to last.

What is it?

These activities excite and motivate children and give them a reason to learn. They make learning purposeful. Children should be asked to do something fun, practical or exciting that warms up the brain and gives a context to what they are learning.

How long should it last?

1 - 5 minutes

What is it?

This is the beginning of new learning. Activities that allow children to discover always involve children something new. This may be more teacher led, research based or focused on identifying a misconception.

How long should it last?
​
5 - 10 minutes

What is it?

The next step in a child's learning is practising what they have just learnt. This gives them time to make mistakes and should focus on the core skill being developed. There may be an element of repeating a skill and these tasks are usually practical.

How long should it last?

10 - 15 minutes

What is it?

The next step in a child's learning is applying what they have just practised. The children should be confident with the method or skill and are now starting to use it to solve problems and apply it to real life situations or different contexts.

How long should it last?

10 - 20 minutes

What is it?

Sometimes called a mini-plenary. These activities give children children a chance to reflect on what they have achieved so far, what they are finding difficult and what they need to do next. Children develop an understanding of the progress they are making.

How long should it last?
​
5 - 10 minutes

​Sequencing the Cogs Into a Lesson

Now you understand the different cogs to make up a lesson, it is important to understand that the cogs can be sequenced in different ways depending upon the lesson. Below are 3 examples of how the activity cogs of a lesson can be sequenced.

The Standard Lesson

In an 'everyday' lesson (if there is such a thing), the structure usually follows the sequence of activities above. The students are usually engaged with a warm up for the lesson and then discover a new skill or bud on a pre-existing skill. Following this they rehearse and practise their skills and being to apply it to a real life problem or situation. Following this an plenary or review is conducted where children evaluate their learning.

The New Skill Lesson

New skill lessons can differ as the emphasis is on the development of learning something for the very first time - be it knowledge or skills. Therefore, the activity cogs focus on rehearsal and practising the skills in different ways with less application. This may follow in a later lesson to develop the mastery of a skill of subject.

A Mastery Lesson

In contrast, mastery lessons build on skills that children already have and deepen their knowledge of these. Application, therefore, is much more of a focus. There may be two or three different opportunities to deepen their knowledge at a greater depth. This may be combined with various short engagement activities to give context and excitement to the application process.

​Differentiation?

It is always important to understand that differentiation is vital. Not every child needs to be completing the same activity cog at the same time. For example, one group of children may be applying whilst another group is still practising because they need longer. Children may also be completing the same cog but through a slightly easier or harder activity. They may all be applying but in different ways. This allows all children to be successful.

In Conclusion...

To conclude, lessons cog draw focus to every activity that takes place in a lesson. They ensure that you as teacher understand the purpose and focus of every activity so that no time is wasted and that the whole lesson drives towards the common learning goal. 

Let us know what you think about lesson cogs? Do you agree with each activity cog? Are there more? Let us know how you use these in your school. Your feedback would be greatly appreciated.