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Join the CHAMPS! - getting your act(s) together for great lessons.

Mastering the art of instructional choreography

Published July 2023

Joining the CHAMPS means implementing one of the most effective teaching strategies for planning effective lessons. The CHAMPS acronym stands for “Connection, Hook, Acts, Main, Plenary, Starter” This method helps to create engaging learning experiences, driving student success and fostering an interactive learning environment.

We have discussed how to Connect and Hook concepts in lessons. We have also reviewed strategies for designing the Main , Plenary and Starter parts of great lessons. This article is about the Act part of lesson planning.

Lesson planning is an integral component of effective teaching strategies, and it should be broken down into its main segments, what I will refer to as acts. Each act should give due consideration to the main players, referred to as actors in this article.

Three acts and the actors

A typical lesson structure often comprises three acts: the "starter", "main", and "plenary". Not all lessons follow this pattern, but most do. For example, a practical lesson, revision session or double lesson may not require these three parts.

I will expand on the specifics of each of the acts mentioned above in later articles, for now, let’s focus on how to integrate the actors (students, teachers and teaching assistants or support staff) into each act to ensure active engagement for the most important actors, the students.

See the CHAMPS-Acts Template which highlights the planning process. It starts with the student, as that is where our focus should always begin and end when planning lessons.

Act 1: Starter

The way you begin a lesson really matters. When planning a starter, think through how each of the actors will interact with the starting section of the lesson. Starters should never exceed 10 minutes. Anything longer than this may generate an inordinate amount of time to plan or follow up on. Starters should be concise and act as a launch pad for the lesson.

Ensure you personalise the expectations for each class. For example, 10D may be easy to settle down with a basic writing starter, but 7A needs a much more involved starter such as a puzzle activity to ensure the initial segment of the lessons runs smoothly.

Act 2: Main

The main segment of a lesson usually forms most of it. There should be a neat segue between the main and the acts that precede and follow it. It may be the best place to start planning as it dominates the lesson.

When planning this section, think through potential categories of student actors, there should be a main task that can be differentiated through an outcome so broken down to provide consolidation or built upon for extension opportunities.

Act 3: Plenary

When you plan for the plenary, think of progress. Think through how you can support each of the student actors to capture the key outcome, themes, or skills of the lesson to leave with a marker of progress. Students should be able to communicate or reflect on their learning and growth of understanding and or application.

In conclusion, the process of lesson planning is much like choreographing an instructional dance where each act - the starter, the main, and the plenary - needs careful planning and precision. The actors - the students, teachers, and support staff - play crucial roles in this performance, and their active engagement is paramount for a successful lesson.

Always keeping the students at the centre of this planning process will ensure that learning objectives are met and progress is made. Remember, as teachers, mastering the art of this instructional choreography not only enhances our teaching capabilities but also enriches our students' learning experiences.