Lesson planning is the essential component of every teacher‎'‎s practice and the development of a teacher‎'‎s skill is built explicitly on a rigorous approach to planning‎.‎ This goes beyond just written plans and includes a process of mental preparation‎,‎ anticipation‎,‎ rehearsal and performance ‎- all essential elements of the craft of teaching‎.‎ This book offers heaps of useful advice and key ideas related to planning an effective lesson‎.‎ With clear links between the preparation of writing a lesson plan‎,‎ and the delivery of that lesson plan through your teaching‎,‎ this book explores‎:‎ common components of lesson planning including learning objectives‎,‎ learning outcomes‎,‎ starters‎,‎ teaching activities and plenaries‎;‎ the lesson plan document‎:‎ what it can and can‎'‎t do‎;‎ teaching ‎'‎style‎'‎ and your role in bringing lesson plans to life within your classroom‎;‎ common pitfalls‎,‎ including time management‎,‎ over‎- and under‎-running‎,‎ optimum learning time‎,‎ and activity sequencing‎;‎ broader strategies such as differentiation‎,‎ personalisation and assessment‎;‎ and sample lesson planning documents from real teachers‎.‎ Whatever age of pupils you are teaching‎,‎ or whatever subject you are teaching‎,‎ this book helps you develop a clear and concise approach to lesson planning that is an essential and integral part of becoming an effective teacher‎.‎ "This is essential reading for all teachers‎,‎ teacher educators and policy makers‎.‎ For new entrants to the profession‎,‎ it offers the opportunity to think beyond the notion of folk pedagogies and to consider how a more powerful theoretical framework might underpin lesson planning‎.‎ It presents essential analysis as to why common approaches to teaching and learning have emerged and become embedded ‎- this provides a great opportunity for more experienced teachers to develop a deeper critical understanding of their practice‎.‎ Punctuated with reflective questions‎,‎ it enables the reader to reconceptualise planning and pedagogy and to engage in theorised reflection on practice‎.‎" ‎(‎Kate Laurence‎,‎ Institute of Education‎,‎ University of London‎,‎ UK‎)‎‎.‎ "At last‎!‎ A plain speaking book on effective lesson planning‎.‎ Lesson Planning for Effective Learning by Martin Fautley and Jonathan Savage combines theoretical perspectives with really useful‎,‎ instantly useable examples from everyday practice‎.‎ Despite the scholarly approach‎,‎ the 200 pages of this little book retain an essentially conversational quality ensuring that it is equally accessible to students‎,‎ academics and learning enthusiasts alike‎.‎" ‎(‎Andrew R‎.‎ Mackereth‎,‎ Headteacher‎,‎ Heart of England School‎)‎‎.‎ "Lesson planning is one of the most fundamental duties of teachers no matter what their subject‎,‎ age phase or experience‎.‎ In their latest book‎,‎ Martin Fautley and Jonathan Savage start with practice and‎,‎ in deconstructing what teachers do every day‎,‎ apply their deep thinking and reasoned consideration‎.‎ They are adept at weaving a wide range of thoughts‎,‎ experiences and theory into the mix‎,‎ making this readily accessible and ultimately a very helpful book‎.‎ Martin and Jonathan make much of the novice‎-expert continuum‎.‎ I‎'‎m not sure where I fit but I certainly experienced a number of ‎'‎penny‎-dropping‎'‎ moments that immediately led me to reflect and sharpen up my own planning‎.‎ I‎'‎ve been reminded of the huge complexities that there are in planning effective lessons‎,‎ both the "private preparation and the public performance" elements‎.‎ It is impossible to read very far into this book without realising that planning for effective learning has little to do with the administrative task of completing a planning pro forma‎,‎ important and necessary though that is‎.‎ This book makes it abundantly clear that pedagogy and pedagogical content knowledge underpin planning for effective learning‎.‎ Although‎,‎ as the authors point out‎,‎ much lesson planning is invisible‎,‎ what they do so well here‎,‎ in the words of Russell and Loughran‎,‎ is to "make the tacit explicit"‎.‎ Above all‎,‎ this book articulates something of what it is to be professional for teachers of all types‎.‎ I heartily recommend this book‎.‎" ‎(‎Simon Spencer‎,‎ Birmingham City University‎,‎ UK Russell‎,‎ T‎.‎ & Loughran‎,‎ J‎.‎ ‎(‎2007‎)‎ Enacting a Pedagogy of Teacher Education‎:‎ Values‎,‎ Relationships and Practices‎,‎ London‎:‎ Routledge‎)‎‎.‎ "This book gives fantastic insight and practical strategies for teachers at all points within their career in order to encourage and embed reflective practice‎.‎ For outstanding practitioners and senior leaders‎,‎ it provides case studies and examples which will stimulate discussion and provide starting points from which to develop policy at whole school level‎,‎ and influence and develop practice at an individual teacher level‎.‎ A ‎'‎must have‎'‎ resource for any school Teaching and Learning Group library‎.‎" ‎(‎Hayley McDonagh‎,‎ Senior Leader‎,‎ Golden Hillock School‎,‎ Birmingham‎.‎ Former LA senior adviser working with Schools in Ofsted Category‎)‎‎.‎