PGCE Lesson Planning and Schemes of Work 2 — Questions and Answers
Question 1: What does 'cognitive load theory' (Sweller) suggest for lesson planning?
- Lessons should be designed to avoid overloading working memory, breaking new content into manageable chunks (Correct answer)
- Teachers should provide as much information as possible in each lesson
- Pupils learn best through discovery without teacher guidance
- All content should be taught simultaneously to improve retention
Correct answer: Lessons should be designed to avoid overloading working memory, breaking new content into manageable chunks
Cognitive load theory shows that working memory has limited capacity — lessons should chunk new information, use worked examples, and reduce extraneous load to prevent overwhelm.
Question 2: What is 'spaced practice' and how should it inform medium-term planning?
- Distributing practice of content across time rather than massing it — schemes of work should build in revisiting of prior content (Correct answer)
- Teaching all content in one concentrated block
- Only reviewing content at the end of a unit
- Providing homework instead of in-class practice
Correct answer: Distributing practice of content across time rather than massing it — schemes of work should build in revisiting of prior content
Spaced practice (distributed practice) is a well-evidenced memory strategy — revisiting content at spaced intervals improves long-term retention compared to massed practice.
Question 3: What is the role of 'success criteria' in lesson planning?
- They define what quality work looks like at different levels, giving pupils clear targets to aim for (Correct answer)
- They replace learning objectives
- They are only for assessments, not lessons
- They are set by Ofsted, not teachers
Correct answer: They define what quality work looks like at different levels, giving pupils clear targets to aim for
Success criteria describe the evidence of achievement at different levels, helping pupils understand what they need to produce and enabling self-assessment and teacher feedback.
Question 4: What does 'interleaving' involve and how does it apply to scheme of work planning?
- Mixing different topics or skills within practice sessions, rather than teaching one topic to completion before starting another (Correct answer)
- Teaching topics in isolation to avoid confusion
- Using a single textbook for all lessons
- Repeating the same content in every lesson
Correct answer: Mixing different topics or skills within practice sessions, rather than teaching one topic to completion before starting another
Interleaving mixes practice across different topics — research shows it improves long-term learning and transfer compared to blocking (finishing one topic before starting another).
Question 5: Why is 'formative assessment' embedded within lesson planning?
- To allow teachers to identify misconceptions and adjust teaching in real time before pupils move on (Correct answer)
- To generate grades for reports
- To replace summative assessment
- To provide evidence for Ofsted inspections only
Correct answer: To allow teachers to identify misconceptions and adjust teaching in real time before pupils move on
Formative assessment embedded in lessons — through questioning, exit tickets, whiteboards — gives immediate feedback to both teacher and pupils, allowing responsive teaching.
Question 6: What is a 'learning episode' approach to lesson planning?
- Structuring lessons as a series of distinct activities, each with a specific purpose and cognitive demand, building towards the overall objective (Correct answer)
- Using only one activity per lesson
- Avoiding transitions between activities
- Planning lessons without clear objectives
Correct answer: Structuring lessons as a series of distinct activities, each with a specific purpose and cognitive demand, building towards the overall objective
A learning episode approach breaks lessons into purposeful segments — each with a specific goal, activity type, and assessment — creating variety, maintaining engagement and building towards the outcome.
PGCE Lesson Planning and Schemes of Work 2
What does 'cognitive load theory' (Sweller) suggest for lesson planning?