0
Planning for Learning
Key words: learning, teaching, relationships, skills, contents, competencies*, design, resources
Nov...
Activity 0a: Watch & take notes


http://www.youtube.com/watch?v=HsnXZdKpQWI



http://www.youtube.com/watch?v=Tygw2XPSX...
Activity 0b:Conversation based on videos
1)

http://www.youtube.com/watch?v=HsnXZdKpQWI

2)

http://www.youtube.com/watch?...
Activity 1a
What do students need to learn in the English lesson?
(discuss in groups and share)
Activity 1b
What do students need to learn in the English lesson?
Rank the following based on significance
1.

Language sk...
Discussion Point
Do we plan to instruct or do we plan to educate?
Analysis of purposes and audiences for whom we plan.
A p...
Activity 1c: revisiting our ranking
What do students need to learn in the English lesson?
Rank the following based on sign...
Activity 2a: A typical lesson structure:
let’s check in with each other!
Actions performed by
3 major phases


Introducti...
Activity 2b: A typical lesson structure
Actions performed by teachers

3 major phases

Check instructions

2.

Promote dev...
Activity 2c: What are students doing?
Teachers….
1.

Check instructions

2.

Promote development of language skills

3.

S...
Activity 2d: A typical lesson structure :
let’s check in with each other!
Actions performed by
3 major phases


Introduct...
Activity 3a: think & discuss
Our lesson plan comes from
1.

The textbook?

2.

The curriculum (national / district / schoo...
Activity 3b: think & discuss
Our lesson is primarily informed by
1.

Content & skills students need to know?

2.

A proble...
Activity 4
What makes resources have an impact in the lesson?
(open discussion)
Digital big book task 1
Think of how / who / when your big book can be
implemented
(individual task 1)
Digital big book task 2
Think of how your big book could be edited changed a bit or
completely changed: state arguments fo...
Considerations for your next
lesson plan & big book design
1.

Students (age, level, social context)

2.

Problem addresse...
Planning for Learning
Key words: learning, teaching, relationships, skills, contents, competencies*, design, resources
Nov...
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Planning for learning in EFL: teachers' and students' choices

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Transcript of "Planning for learning in EFL: teachers' and students' choices"

  1. 1. Planning for Learning Key words: learning, teaching, relationships, skills, contents, competencies*, design, resources November 2013 Postítulo TEFL. Universidad Alberto Hurtado. Facilitator: Mauricio Miraglia
  2. 2. Activity 0a: Watch & take notes  http://www.youtube.com/watch?v=HsnXZdKpQWI  http://www.youtube.com/watch?v=Tygw2XPSXwE  http://www.youtube.com/watch?v=bOQ9XKPbf78  http://www.youtube.com/watch?v=5HWP6HBczpM
  3. 3. Activity 0b:Conversation based on videos 1) http://www.youtube.com/watch?v=HsnXZdKpQWI 2) http://www.youtube.com/watch?v=Tygw2XPSXwE 3) http://www.youtube.com/watch?v=bOQ9XKPbf78 4) http://www.youtube.com/watch?v=5HWP6HBczpM a. What did the teacher do? b. What did students do? c. What did they learn? d. How did they learn? e. Was there a plan? Yes? No? f. Were resources used? If so, were they effectively used? What did they trigger?
  4. 4. Activity 1a What do students need to learn in the English lesson? (discuss in groups and share)
  5. 5. Activity 1b What do students need to learn in the English lesson? Rank the following based on significance 1. Language skills : reading, listening, speaking, writing 2. Thinking culture (making of) : observations, interpretations, inference, hypotheses, problem-posing 3. Attitudes: openness to new cultures and identities, willingness to learn English, inquisitive perspective 4. Language contents: phonetics, vocabulary, syntax 5. Knowledge across disciplines: emphasis on contents such as history, science, arts, etc.
  6. 6. Discussion Point Do we plan to instruct or do we plan to educate? Analysis of purposes and audiences for whom we plan. A possible underlying question has to do with the concept of education we adhere to.
  7. 7. Activity 1c: revisiting our ranking What do students need to learn in the English lesson? Rank the following based on significance 1. Language skills : reading, listening, speaking, writing 2. Thinking culture (making of) : observations, interpretations, inference, hypotheses, problem-posing 3. Attitudes: openness to new cultures and identities, willingness to learn English, inquisitive perspective 4. Language contents: phonetics, vocabulary, syntax 5. Knowledge across disciplines: emphasis on contents such as history, science, arts, etc.
  8. 8. Activity 2a: A typical lesson structure: let’s check in with each other! Actions performed by 3 major phases  Introduction  Core  Closure teachers?
  9. 9. Activity 2b: A typical lesson structure Actions performed by teachers 3 major phases Check instructions 2. Promote development of language skills 3. Set a task 4. When do we…? 1. Recapping main points 5. Check attendance A. Introduction 6. Ask CCQs B. Core 7. Draw a seating chart C. Closure 8. Raise a problem 9. Design a picture slideshow 10. Set a topic 11. Promote thinking skills 12. Relate to next learning 13. Make menu explicit 14. Monitor group / pair / individual activities 15. Evaluate purpose 16. Check learning achievement
  10. 10. Activity 2c: What are students doing? Teachers…. 1. Check instructions 2. Promote development of language skills 3. Set a task 4. Check attendance 5. Ask CCQs 6. Raise a problem 7. Set a topic 8. Promote thinking skills 9. Make menu explicit 10. Monitor group / pair / individual activities 11. Evaluate purpose 12. Check learning achievement 13. Promote attitudes Students…  ???
  11. 11. Activity 2d: A typical lesson structure : let’s check in with each other! Actions performed by 3 major phases  Introduction  Core  Closure students when we… 1.Check instructions 2.Promote development of language skills 3.Set a task 4.Recapping main points 5.Check attendance 6.Ask CCQs 7.Draw a seating chart 8.Raise a problem 9.Design a picture slideshow 10.Set a topic 11.Promote thinking skills 12.Relate to next learning 13.Make menu explicit 14.Monitor group / pair / individual activities
  12. 12. Activity 3a: think & discuss Our lesson plan comes from 1. The textbook? 2. The curriculum (national / district / school)? 3. The unit plan? 4. The year plan? 5. Anything else?
  13. 13. Activity 3b: think & discuss Our lesson is primarily informed by 1. Content & skills students need to know? 2. A problem the teacher/s have detected? 3. The curriculum? 4. Anything else?
  14. 14. Activity 4 What makes resources have an impact in the lesson? (open discussion)
  15. 15. Digital big book task 1 Think of how / who / when your big book can be implemented (individual task 1)
  16. 16. Digital big book task 2 Think of how your big book could be edited changed a bit or completely changed: state arguments for your decisions. (individual task 2)
  17. 17. Considerations for your next lesson plan & big book design 1. Students (age, level, social context) 2. Problem addressed 3. Learning goal 4. Level 5. Language involved 6. Assessment
  18. 18. Planning for Learning Key words: learning, teaching, relationships, skills, contents, competencies*, design, resources November 2013 Postítulo TEFL. Universidad Alberto Hurtado. Facilitator: Mauricio Miraglia
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