Using the online course for blended delivery

This topic explains how to combine the materials and examples in the online course (Top Teacher 5) with face-to-face practice so teachers gain practical skills and sustain classroom change. The guidance below is practical, step-by-step and ready to use in schools. It assumes you have access to the online course modules and the library of ready-to-use K–12 lesson plans in mathematics, science and social studies.

Key principles

• Start with the online materials, then practise face-to-face: use digital modules for knowledge and examples; use F2F sessions to rehearse, adapt and embed routines.
• Make learning active and local: teachers adapt lesson plans to local curricula, languages and resources.
• Use cycles: learn → plan → teach → observe → reflect → improve.
• Track teacher growth with simple evidence: video, classroom observation, student work, teacher reflections.

1. Blended model (phases)

• Preparation (self-study online)
  • Teachers complete selected modules and read lesson plans. Use short videos, readings and quizzes to build common vocabulary and pedagogy.
• Planning (face-to-face workshop)
  • Teachers meet in small groups to adapt online examples and design specific lesson plans for their classes.
• Micro-teaching and rehearsal (in-person)
  • Teachers present short practice lessons to peers, get feedback and refine.
• Classroom implementation (in-school)
  • Teachers deliver the adapted lessons with students while a coach or peer observes.
• Monitoring and reflection (joint)
  • Use evidence from lessons to discuss improvements in PLCs (professional learning communities).
• Consolidation and spread
  • Successful routines are documented and shared across the school.

2. How to use the online course materials (practical steps)

• Select modules to match teacher needs
  • Example bundle for a 4-week upskilling cycle: pedagogy essentials, formative assessment, classroom routines, subject-specific strategies.
• Assign pre-work
  • Each teacher watches 1–2 short videos and completes a short quiz or reflection before F2F meetings.
• Use discussion forums and resources
  • Teachers post adaptation ideas and resource lists on the LMS discussion board; trainers curate and respond.
• Make the lesson plan library central
  • For each subject area (maths, science, social studies) pick lesson plans from the library that map to the next 4–6 weeks of the school syllabus.
  • Encourage teachers to trial all relevant lesson plans over the term. Use the library as the “bank” of examples and templates to adapt.

3. Practical two-week blended cycle (example)
   Week 1 — online + one workshop

• Day 1–3: Teachers complete assigned online modules (videos, readings) and select a lesson plan from the library for adaptation.
• Day 4: Teachers submit a short adaptation plan on the LMS (one page).
• Day 5: Half-day face-to-face workshop: groups share adaptation plans, co-develop resources and rehearse the lesson outline.

Week 2 — micro-teach + classroom trial

• Day 1: Micro-teaching sessions (10–15 min) in small groups; observers use a simple rubric.
• Day 2–4: Teachers teach the adapted lesson in their classes.
• Day 5: Joint reflection meeting (online or in-person) — share student work, observation notes and next steps.

Repeat cycles, rotating through lesson plans in the library so teachers experience variations across grade levels and subjects.

4. Roles and responsibilities

• Classroom teacher: adapt and deliver lessons, collect student evidence, reflect.
• Mentor/coach: observe, give feedback, model practice, help adapt lesson plans.
• Headteacher / coordinator: schedule cycles, provide time and resources, review progress.
• LMS administrator: assign modules, track completion, export analytics.
• Peer group: give constructive feedback in micro-teaching and PLC meetings.

5. Using the lesson-plan library in practice
   The course library contains ready-to-use K–12 plans in mathematics, science and social studies. Use them as follows:

A. Planning and selection

• Map lesson plans to your term curriculum. Create a simple spreadsheet: grade → unit → library lesson plan → week.
• Prioritise plans that introduce core routines (think-pair-share, formative checks, exit tickets) first.

B. Adaptation template (one-page)

• Learning goal (student-centred, measurable)
• Key activity sequence (3–5 steps)
• Materials & resources (local alternatives)
• Differentiation (support & extension)
• Assessment evidence (what student work will show learning)
• Reflection prompts (for teacher)

C. Implementation examples (subject guidance)

• Mathematics
  • Use lesson plans that emphasise conceptual tasks, number talks and problem-solving.
  • Classroom routine: short mental warm-up (5 min), core task in pairs (20 min), whole-class discussion to compare strategies (10–15 min), formative exit task (5 min).
  • Adaptation for large classes: use group roles (recorder, presenter, checker) and rotate.
• Science
  • Use inquiry-based lesson plans: prediction → hands-on investigation → evidence discussion → connect to concepts.
  • For limited resources: replace lab equipment with low-cost alternatives (household items) and focused observation tasks.
  • Emphasise safety notes and student journals as assessment evidence.
• Social studies
  • Use source-based activities: local sources, interviews, maps and timelines.
  • Routine: short source analysis in groups (15–20 min), jigsaw sharing, then a short individual writing task as assessment.
  • Connect to culturally relevant local examples to build engagement.

D. Ensuring you use “all” lesson plans (practical approach)

• Term rotation: assign teachers to trial different lesson plans across grades so that collectively the school trials the full library over a term/year.
• Portfolio evidence: each teacher compiles 6–8 lesson plans they delivered (with student samples and reflections). Coordinators ensure variety across subjects.
• Peer-teaching festival: schedule a termly event where teachers present a selection of lesson plans from the library.

6. Micro-teaching and observation tools

• Simple observation checklist (use during micro-teach and in-class observation)
  • Clear learning objective visible
  • Student engagement: active participation, talk moves, pair/group work
  • Use of formative checks (questions, exit tickets)
  • Differentiation evident
  • Assessment evidence collected
• Feedback format (2 stars + 1 wish)
  • Two strengths noted
  • One specific suggestion to improve
• Video evidence
  • Short clips (3–8 minutes) of key lesson phases for focused feedback.

7. Monitoring teacher growth

• Use LMS analytics: module completion, quiz scores, discussion participation.
• Classroom evidence: observation rubrics, student work samples, assessment gains.
• Growth metrics (examples)
  • % teachers completing module and micro-teach
  • Average improvement on observation rubric (pre → post)
  • Share of lessons using formative checks and student-centred tasks
  • Student learning outcomes on target tasks
• Use simple dashboards: termly summary for the headteacher and district coach.

8. School routines to sustain change

• Weekly 45–60 minute PLC meeting:
  • Share one successful adaptation, one challenge, and one student artefact.
• Monthly demonstration lesson:
  • A teacher or coach models a lesson from the library to a mixed audience.
• Coaching cycles:
  • 3–4 sessions per teacher per term (pre-brief, observation, debrief).
• Action research:
  • Teachers test a small change (e.g. using exit tickets) and collect data for 6–8 weeks.

9. Adapting to different environments

• Multi-grade classrooms
  • Use differentiated tasks within one lesson plan. Split students by readiness for parts of the lesson while keeping the same core objective.
• Limited resources
  • Use observation- and discussion-based formative checks when manipulatives are scarce. Recycle household items or print minimal worksheets.
• Large classes
  • Use structured group routines, quick formative tasks and student leaders to maintain engagement.
• Remote or hybrid student groups
  • Use LMS assignments for individual work, short recorded demonstrations and synchronous small-group video breakout rooms.

10. Example lesson-plan design (template applied: quick examples)

• Mathematics (Grade 6 — Fractions)
  • Objective: Students will compare fractions using visual models and explain reasoning.
  • Online pre-work: watch fraction comparison video and complete a short quiz.
  • Face-to-face: warm-up number talk; paired task with fraction cards (from library plan); whole-class debrief; exit ticket (compare two fractions).
  • Assessment evidence: exit tickets, student explanations.
• Science (Grade 8 — Forces)
  • Objective: Explain how forces change motion using a simple investigation.
  • Online pre-work: read investigation steps, watch demo.
  • F2F: prediction, hands-on experiment (rubber bands, toy car), data table, group discussion, concept link.
  • Assessment evidence: student lab notes and group report.
• Social Studies (Grade 7 — Local History)
  • Objective: Use primary sources to draw conclusions about local life in the past.
  • Online pre-work: source-analysis guide and example.
  • F2F: jigsaw source analysis, timeline building, reflective writing.
  • Assessment evidence: annotated source notes and short written summary.

11. Reflection and continuous improvement

• Use teacher reflection prompts after each lesson:
  • What worked? What surprised me?
  • Which student(s) did not reach the objective and why?
  • One small change for next time.
• Collect student feedback (short anonymous prompts): I understood / I liked / I suggest.

12. Quick implementation checklist for coordinators

• Assign LMS modules and set due dates.
• Schedule F2F workshops, micro-teaching and classroom observation slots.
• Map library lesson plans to the term syllabus and assign trial owners.
• Provide simple resources: observation checklist, adaptation template, video consent form.
• Monitor LMS completion and classroom evidence weekly.
• Hold monthly sharing events for scaling successful practice.

Summary
A successful blended implementation uses the online course to build shared knowledge and examples, and uses face-to-face practice to adapt, rehearse and embed classroom routines. Use the lesson-plan library as the practical backbone: map plans to your curriculum, rotate trials so all plans are used across the school, and support teachers with micro-teaching, coaching and simple monitoring cycles. Regular reflection and school-level routines are essential to make change last.