I use learner-centred teaching methods to foster active engagement in my lessons, prioritising student involvement over excessive talking. My instructional approach follows a structured sequence of steps: Retrieve, Explain, Guide, Practice, and Reflect.

During the Retrieve phase, I initiate a review of prior learning, emphasising independent work by students. This retrieval task is designed to assess their understanding prior knowledge.

Following retrieval, I deliver a clear and concise explanation of new knowledge, incorporating models when necessary to enhance comprehension. Key language is clarified to ensure a solid foundation for subsequent tasks.

Moving on to the Guide step, I present questions while providing support and guidance through practice tasks. Utilising digital technology, scaffolding techniques, and peer support, I aim to equip all students to tackle challenging assignments successfully. This phase involves interactive and collaborative elements to enhance learning outcomes.

After a thorough explanation and shared success criteria, students are allocated time for independent practice. During this phase, I circulate the room, initially focusing on students requiring additional support. Scaffolding is selectively provided, maintaining a balance to uphold high challenges for all learners.

In conclusion, my instructional process is designed to facilitate a seamless transition from retrieval and explanation to guided and independent practice, utilising various resources and support structures. This learner-centred approach aims to cultivate a deeper understanding of the subject matter while fostering independent critical thinking and problem-solving skills among students. During my experience so far this format of my lesson planning has produced great results as students are always engaged.