a skill at doing a specified thing, typically one acquired through practice.
PPP Lesson Planning
Present, Practice, ProduceUsing PPP Lesson Format to Create Effective LessonsThrough Task Based Learning pp.118-131
Objective/ ScheduleObjective: To have participants create andassess a lesson plan. To prepare participants forPracticum 3. • Introductions • Group discussion activity • Lecture on lesson planning • Break • Lesson planning activity • Lesson plan feedback • Questions/ Closing
Who am I?• Certified Teacher – U.S.A• 7.5yrs teaching experience 4yrs U.S. 3.5yrs South Korea• B.Sc. K-12 Music Education• MRes- Educational and Social Research• EPIK/ TaLK Teacher Trainer• Assistant Professor of English at Gimcheon University Daniel Moonasar
Who are you?• Graduates (4yrs with degree)?• Undergraduates (2yrs and or no degree)?• Education majors?• Teaching experience?• Non internship?• 6 month contract?• 1 year contract?• Visited in South Korea before?• Lived in South Korea before?
Group Discussion ActivityObjective: To gather and discuss our thoughts on the role of lesson planning.Directions:1. Make a group of 4-5 people.2. Discuss and answer the question given to your group.3. Pick 1 person to speak for your group.4. When finished, we’ll share answers to the class.
Group Discussion ActivityG1. Why is lesson planning important?G2. How is lesson planning important for the teacher? For the learners?G3. What do you take into account when you design a lesson plan?G4. What constant components are there in your lesson plan?G5. Can lesson planning be a hindrance to teaching/ learning? Why?G6. What things are the most difficult when lesson planning? Why?
Group Discussion ActivityG1. Why is lesson planning important? Gives teaching structure, framework, and an overall shape. I don’t need to lesson plan. I know what I am Allows you to communicate more going to do. effectively to students, parents, and peers. Gives time and structure to allow for development of teaching skills. It suggests professionalism and genuine commitment.
Group Discussion ActivityG2. How is lesson planning important for the teacher? For the learners? • Don’t have to think on • Gives a structured lesson your feet. and allows for comprehensible input. • Don’t lose “face” in front of learners. • Builds confidence and respect for the teacher. • You know your procedures and sequence. • Gives the teacher’s work as a model to imitate.
Group Discussion ActivityG3. What do you take into account when you design a lesson plan? • who? Learners • level? Characteristics • previous knowledge? • multiple intelligences? • objectives • comprehensible input Learner outcomes • what did/ will they learn • micro/ macro sequencing • school’s/ department’s curriculum Practical Requirements • classroom/ materials • time • culture
Group Discussion ActivityG4. What constant components are there in your lesson plan? title objectives materials procedures assessment anticipated problems & solutions.
Group Discussion ActivityG5. Can lesson planning be a hindrance to teaching/ learning? Why? • create/ • practice • repetitive use templates • applying • concise theory to • essential application • comprehensible information language • assessment • practice/ • visual continuity style • professional and design development • creating a scedule
Group Discussion ActivityG6. What things are the most difficult when lesson planning? Why? My Lesson Difficulties
Lecture Schedule1. Skills and Methodology 2. PPP Lesson Plan Format 3. Lesson Plan Elements4. Lesson Planning Activity
1. Bringing Together Language Skills andpp. 118-119 MethodologyWhat are the 2 focuses in a language classroom?What are the 4 associated skills in a language classroom? Receptive Skills Productive Skills Reading Writing Listening Speaking
1. Bringing Together Language Skills andpp. 121-122 Methodology• Expected in NSET (Native Speaking English Teacher) curriculum.• NSET emphasis on speaking.• Emphasis on exploring language skills through producing target language.
1. Bringing Together Language Skills andpp. 122-123 Methodology• Receptive based. Allows for “correct or incorrect” engagement of language.• Teacher centered, component comprehension driven. Generally “safe” for students• Excellent for memorizing, introduction of core concepts, and eliciting information from students.
1. Bringing Together Language Skills andpp. 119-120 Methodology Lecture• The method in which you Debate conduct your class. Discussion Student Centered• Consists of teaching and classroom strategies. Active Learning Small Groups• Helps in focusing and Role Playing guiding your lesson/ classroom. Jigsaw Task Based Learning
1. Bringing Together Language Skills andpp. 119-120 Methodology• Tasks in which learners generates authentic language.• The task is based on students using the language to achieve specific outcomes.• Task and the language are the instruments to complete the task.• The task is an activity that: • reflects real life or authentic tasks • has students focus on meaning • uses language freely • allows students to experiment or make mistakes
1. Bringing Together Language Skills andpp. 119-120 Methodology•Questioning•Games with specific outcomes•Surveys•Interviews•Story building•Role plays•Ordering/ Sorting•Experimenting/ Building
2. PPP Format and it’s Reasoningpp. 120-122• Easy 3 staged lesson plan.• Most accepted lesson plan format in South Korea and NSETs Present• Allows for receptive and productive language skills. Practice• Flexible for multi strategy approaches. Produce
2. PPP Format and it’s Reasoningpp. 120-122• Share lessons with other professionals Present• Makes lessons understandable for 5-10 minutes observing peers, supervisors, & parents Practice 10-15 minutes• Communicates about in-class roles and lesson execution Produce 20-25 minutes
2. PPP Format and it’s Reasoningpp. 120-122• Used to introduce new or target language.• Teacher can use: PPT songs flash cards drills picture cards games Present videos direct questions
2. PPP Format and it’s Reasoningpp. 120-122• Teacher centered vs. student centered• Don’t linger for comprehension• Goal is to present comprehensible input not gain comprehension. Present
2. PPP Format and it’s Reasoningpp. 120-122• Gives controlled practice through controlled activities• Teacher can use: question and pre-written role answer plays choral response jigsaw activities read and repeat games worksheets direct questions Practice
2. PPP Format and it’s Reasoningpp. 120-122• Goal is to give students boundaries to safely use the language• Clearly defined correct and incorrect answers• Give clear feedback• Time to assess Practice
2. PPP Format and it’s Reasoningpp. 120-122• To freely as possible interact and explore the language• Teacher can use: group & pair work gathering information creating dialogue interviews creating role plays games creating stories presentations Produce
2. PPP Format and it’s Reasoningpp. 120-122• Goal is to produce language, not necessarily on correctness• Can be somewhat hectic• Use classroom strategies for management • Classroom Management • Curriculum Development and Design • Assessment & Assignment • Content-based English Instruction • Task-based Learning Produce
p. 124 3. Lesson Plan Elements Keep the lesson on track Give learners concrete goals to work towards Fair assessment Gauge students progress Working towards expectations
p. 124 3. Lesson Plan ElementsWhen writing clear objectives they need to: have a measurable and observable outcome be concise in structure and length follow a consistent format be able to be read by an outside observer
Pg. 125Table 1.5 3. Lesson Plan Elements Avoid using ambiguous or passive verbs and phrases that are not measurable or observable.
p. 124 3. Lesson Plan Elements “Students will be able to…”Examples of well-written objectives: Students will be able to identify the primary colors. Students will be able to locate proper nouns from a list of nouns. Students will be able to predict what comes next in the story presented. Students will be able to collect like shaped objects from a basket.
Pg. 126Table 1.6 3. Lesson Plan Elements• concise, repetitive in form• visually easy to understand
p. 126 3. Lesson Plan Elements • Gives the ability to measure and understand objectives • Embedded in strategies and teaching (interim, formative, and summative) Why aren’t they • Individual and group/class level understanding this?
p. 127 3. Lesson Plan Elements • Frequently neglected • Increases awareness and experience • Where teachers practice critical thinking/ engagement skills
4. Lesson Planning Activity Objective: Create a lesson plan and then assess another group’s lesson plan.Instructions:1. Your group will be given a worksheet packet and lesson material.2. In your group, plan a lesson based on the material given to your group.3. Use the information we discussed today and your lecture materials.4. You will have 25 minutes to plan. After youre finished I will collect your plans.5. Wait for more instructions.
4. Lesson Planning Activity Objective: Create a lesson plan and then assess another group’s lesson plan.Instructions:1. I will give your group another group’s lesson plan.2. Use the “Lesson Planning Peer Assessment” form on page 1.3. You can write any additional comments on that page or the lesson plan.4. Please be constructive with your comments and assessment.5. You have 10 minutes to assess.
Feedback and Questionshttp://www.waygook.org/http://www.eflclassroom.comMy email address: email@example.com