Educ 1724 lesson planning


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  • A good lesson plan guides but doesn't dictate what and how we teach.
  • Find all the (verbs, questions, main ideas, etc) in the passage. Do you see any pattern?
  • Educ 1724 lesson planning

    1. 1.
    2. 2. EDUC 1724: Lesson Planning American Culture & Language Institute, TESOL Certificate Program Northern Virginia Community College
    3. 3. Overview • • • • • Lesson Objectives Lesson Phases Assessment Lesson Plan Samples Evaluation Lesson Plan Presentation
    4. 4. Reflection • What makes a good lesson or a bad lesson? • What aspects of lesson planning are the most daunting?
    5. 5. Lesson Planning "An actual lesson plan is the end point of many other stages of planning that culminate in a daily lesson." (Jensen, Linda. "Planning Lessons." 2001) Course Module Week Lesson
    6. 6. Lesson Planning Considerations • Learner needs • Choosing & organizing content • Objectives • Review • Learner involvement • • • • Materials Activities Flexibility Assessment
    7. 7. Lesson Planning • Lesson Continuity – Links or threads connect lessons • Recursiveness/Recycling Material – Looping back to language features or topics • Depth, not breadth! – Mastery is the aim, not finishing the book.
    8. 8. Why do we plan? • Forces us to reflect on the lesson’s priorities and objectives for learning. • Provides a guide to help us stay on track and manage time. • Provides us with a foundation for refinement when we reflect later. • Ensures no crucial parts are left out.
    9. 9. Time PPP TBLT • Before Class • Lesson Objectives • Lesson Objectives • • 10-15 mins (TBLT) 15-30 mins (PPP) • Presentation • Motivation • Highlighting • Pre-Task • Motivation • Similar task • • 15-30 mins (TBLT) 10-15 mins (PPP) • Practice & Perform • • Controlled to Communicative Activities • 10-15 mins (TBLT & PPP) • Assessment & Wrap Up • Task • Communicative Practice Post Task • Assessment & Wrap Up
    10. 10. Determining Lesson Objectives • Objective = the end goal of the lesson • What will the students be able to do at the end of this lesson? • How students can demonstrate that they have mastered the lesson content. • Not about what how much material the teacher covers.
    11. 11. SBWAT: Students Will Be Able To… • Write lesson objectives on the board before class begins. – Clear Objective: • Students will be able to use the regular form of simple past to describe a workplace accident. – Unclear Objective: • Students will learn about the simple past.
    12. 12. Lesson Objectives - Practice • Look at a sample lesson plan. What do you think are the lesson objectives? • Compare your objectives with a partner and discuss. • Then compare your objectives with the actual objectives.
    13. 13. Presentation/Pre-Task Phase • Settle students into classroom mindset • Review previous lesson material & check homework • Introduce the focus of the lesson – activating prior knowledge (schema)
    14. 14. Presentation/Pre-Task Phase • Activating Schema – Generate interest and motivation for learning – Draw on what students already know, expect, need, and/or have experienced – Create active learners who can make connections
    15. 15. Presentation/Pre-Task Phase • A jumping off point. • Presents an authentic situation, picture, piece of realia, reading text, dialogue, video • A good language presentation uses authentic language to participate in an authentic communicative event • Results in solving a real-world problem.
    16. 16. Presentation/Pre-Task Phase (cont.) • Provides samples or elicits production of the language feature your lesson is designed to explore. • Should be relevant to students’ needs = interesting.
    17. 17. Presentation/Pre-Task Phase • Highlighting/Discovery Phase – Scaffolds activity/task for students so they can discover the target feature on their own and use it to solve a problem. – Hold back your urge to instruct. Engage students in hypothesis testing. – Discovery builds students’ confidence that they can “figure it out.” – Fluency first – accuracy second!
    18. 18. Presentation/Pre-Task Phase (cont.) • Explanation Phase – Gives students a framework/rules to refer to during practice activities. – Helps students see what worked and what didn’t work during their discovery phase. – Use a model or diagram.
    19. 19. Presentation/Pre-Task - Practice • Look at the presentation phase in the sample lesson. • Does it help students try to discover the target feature for themselves? If so, how? • Discuss with a partner how it would motivate learners and/or help them review previous material.
    20. 20. Practice/Task Phase (cont.) • Activities should: – Generate the target feature – Move learners towards meeting the lesson objectives – Enable students to use language in real-world situations – Build upon each other – from easier to harder – Involve genuine communication – Be varied and allow for choice – Allow learners to demonstrate mastery
    21. 21. Controlled & Communicative Activities Controlled Communicative • Restricted use • Authentic use • Comprehension & accuracy • Fluency and extension • Feedback & correction during • Feedback & correction afterward • Repetition/drills • Scripted role plays • Cloze activities • Role plays • Surveys • Information gap tasks
    22. 22. Practice/Task Phase - Practice • Look at the practice/task phase of the sample lesson plan with a partner. • Explain why the instructor has sequenced the practice activities in the way he/she has. • How do they build on each other? • Do the language practice and application activities connect to the lesson objectives?
    23. 23. Assessment • Most common at the end of a lesson in PPP. • Build assessment at the end of each activity, as in TBLT. • Assessment helps you to determine: – Did learners master the lesson objectives? – Whether to move forward or spend more time on the target feature (a.k.a. Depth, not breadth).
    24. 24. Assessment (cont.) • Use comprehension checking questions: – – – – Yes/No “Did the man decide to go to the store?” Choice “Did the man decide to go to the store or go home?” Open Ended “What did the man decide to do?” Ask comprehension questions at each stage in the lesson. • “Do you understand?” questions don’t provide reliable answers b/c students will often say “yes.”
    25. 25. Assessment (cont.) • Informal Assessment – Circulate and observe during pair or small group work. – Adjust grouping if students need more direction. • Homework – Dual function: student practice & extension and teacher assessment – Connect to your lesson objectives – Allow class time to explain instructions – Extend to real-world activities
    26. 26. Time Management • Before the Lesson Begins: – Create class routines – Estimate time for each phase of the lesson. • 10-30 mins per phase – Have an extra activity for early finishers. – Decide what you could teach next time if going over. – Plan transitions/links between activities. – Plan a variety of pair and group work.
    27. 27. Time Management (cont.) • During the Lesson: – Start and end on time! – Watch your pacing – compare planned to actual time. – Tell students how much time they have for each activity & give warnings. – Be flexible • Skip, shorten, or save for the next class. • Don’t miss those “teachable moments.”
    28. 28. Time Management (cont.) • Allow for: – Transition time & moving into groups – Summarizing what’s been covered in class – Wrap-up and homework phase
    29. 29. Time Management - Practice • Look at each activity in a sample lesson plan. • Estimate the time each activity will take and write the time in the space provided. • Compare your times with a partner. • If you needed to make the lesson shorter, what would you modify, remove, or save for the next class?
    30. 30. Sample Lesson Plans • In pairs… – Review sample lesson plans against the lesson planning rubric. – Discuss what rating you would give each lesson plan. – Discuss ways to improve the lesson plan.
    31. 31. Put it into Practice • Choose a “class scenario.” • Create a 60 minute lesson plan to teach: – A language function or grammar point – A primary & secondary skill • Speaking & listening or Reading & writing • Organize your lesson using an SLA methodology. • List lesson objectives.
    32. 32. Put it into Practice (cont.) • Include three phases: – Presentation/Pre-task – Practice & Perform/Task – Assessment/Post –task • Identify a time estimate for each activity. • Present your lesson plan to the class. • Incorporate feedback and email to: –