Review: Practitioner A and Practitioner B have planned identical lessons and activities. On paper, everything has been covered adequately at the planning stage - links to previous learning, clear learning intentions and success criteria in language that the children can understand, well planned input and relevant differentiated, active learning to allow individual children to achieve. Formative assessment strategies are in place that will aid progression in learning. What could possibly go wrong? Why would Practitioner A find this to be a successful experience and Practitioner B experience frustration with an unruly class, children speaking out of turn, objects thrown across the room and few, if any, children 'on task'? What is actually missing from consideration in the actual planning?
