In our final blog of our series spotlighting Him Jyoti, we focus on what teachers have learnt through one specific course, Planning Lessons to Reach All Learners. This course develops lesson planning to make sure all learners are planned for in the classroom. It explores how to write an effective lesson, digging deep into the purpose of each section of a lesson plan, and providing new ideas and strategies to try.
Anil Thapa, teacher of Mathematics, summarises what he has learnt:
‘Planning Lessons helped in structuring lessons with clear objectives.
3 techniques embedded into daily classroom teaching are:
- Questioning skills
· Using open-ended questions to promote critical thinking (e.g., “Why do you think this method works?”)
· Encouraging students to explain their reasoning instead of just providing an answer.
· Using a mix of Bloom’s taxonomy levels to cater to all learning styles.
- Giving Feedback
· Providing immediate verbal feedback during class activities.
· Using positive reinforcement while addressing errors (e.g., “You’re on the right track, but check this step again.”)
· Conducting peer-feedback sessions where students evaluate each other’s work.
- Lesson development and planning
· Starting with a real-world problem to introduce the lesson.
· Using mind maps and summary charts at the end of the lesson.
· Conducting a “One-Minute Reflection” where students summarize what they learned.’
Anil also mentions that ‘Practical Active Learning course encouraged student participation through interactive methods.’
It hasn’t always been easy for the teachers at Him Jyoti School, an all-girls school in Dehradun, India, with 280 girls and approximately 25 teachers, to implement all of the Teach2030 strategies. Here are some challenges that Mrs Geeta Samant faced and overcame:
‘Adapting lesson plans for mixed-ability groups required additional time and effort. I had to manage time effectively to ensure all components of a well-structured lesson were covered. It was hard to encourage independent learning in students who were initially dependent on direct instruction.’
It easy to give up on using a strategy if it isn’t immediately successful, but, often, it is only through trial and error that it can become a key part of our skill set. Obstacles arise. We admire her resilience. Change cannot occur immediately and it’s through patience, perseverance and the determination that improvement can be made.
Despite this, Mrs Samant says:
‘Through the course Planning Lessons to Reach all Learners, I have become more mindful of diverse learning styles and needs in my classroom. I now incorporate a mix of visual aids, hands-on activities, and discussion-based learning to ensure every student stays engaged. One of my most effective strategies has been using real-life economic case studies, allowing students to relate theoretical concepts to practical scenarios, thus making learning more relevant and enjoyable.
I have incorporated the strategies from this module in the following ways:
· Structuring lesson plans with clear objectives and engaging activities.
· Differentiating instruction to meet the needs of diverse learners.
· Using formative assessments to check understanding and modify teaching accordingly.
I have embedded the SMART technique (Specific, Measurable, Achievable, Relevant, Time-bound) into my lesson structuring, ensuring clarity in learning objectives and assessment. I also incorporate Knowledge Review at the end of lessons, where students summarize key takeaways or create mind maps. This has proven effective in reinforcing concepts and identifying gaps in understanding.’
It is great to hear how hard our Teach2030 community is working to improve the standards of education in their classroom. Special thanks must be extended to the Helga Todd Foundation for making this partnership such a success!
What have you learnt from the Planning Lessons to Reach All Learners course? Comment below!
