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EDUC 1724: Lesson Planning

American Culture & Language Institute, TESOL Certificate Program
Northern Virginia Community C...
Overview
•
•
•
•
•
•

Lesson Objectives
TBLT vs. PPP Lesson Planning
Lesson Phases
Assessment
Lesson Plan Samples Evaluati...
Reflection
• What makes a good
lesson or a bad
lesson?
• What aspects of
lesson planning are
the most daunting?

www.nvcc....
Lesson Planning
"An actual lesson plan is the end point of
many other stages of planning that culminate
in a daily lesson....
Lesson Planning Considerations
• Teaching
methodology (TBLT
vs. PPP)
• Learner needs
• Objectives

•
•
•
•
•

Learner invo...
Lesson Planning
• Lesson Continuity
– Links or threads connect lessons

• Recursiveness/Recycling Material
– Looping back ...
Why do we plan?
• Forces us to reflect on the lesson’s priorities
and objectives for learning.
• Provides a guide to help ...
Task-Based Language Teaching

www.nvcc.edu/workfo
PPP Language Teaching

www.nvcc.edu/workfo
Time (based on 60
minute class)

PPP

TBLT

•

Before Class

•

Lesson Objectives

•

Lesson Objectives

•
•

15-30 mins (...
Determining Lesson Objectives
• Objective = the end goal of the lesson
• What will the students be able to do at the
end o...
SWBAT: Students Will Be Able To…
• Write lesson objectives on the board before
class begins.
– Clear Objective:
• Students...
Presentation/Pre-Task Phase
Warm up
• Settle students into classroom mindset
• Review previous lesson material & check
hom...
Presentation/Pre-Task Phase
Activating Schema
• Generate interest and motivation for learning
• Draw on what students alre...
Presentation/Pre-Task Phase
• A jumping off point.
• Present an authentic situation, picture, piece
of realia, reading tex...
Presentation/Pre-Task Phase (cont.)
• Solve a real-world problem.
• Provide samples or elicit production of the
language f...
Presentation/Pre-Task Phase
• Scaffold activity/task for students to discover
the target feature on their own and use it t...
Presentation/Pre-Task Phase (cont.)
• Gives students a framework/rules to refer to
during practice activities.
• Use a mod...
Practice/Task Phase (cont.)
• Activities should:
– Promote students to generate the target
feature
– Move learners towards...
Practice/Task Phase (cont.)
• Activities should:
– Build upon each other – from easier to
harder
– Involve genuine communi...
Controlled &
Communicative Activities
Controlled

Communicative

• Restricted use
• Authentic use
• Comprehension & accura...
Assessment
• Most common at the end of a lesson in PPP.
• Build assessment at the end of each
activity, as in TBLT.
• Asse...
Assessment (cont.)
• Homework
– Dual function: student practice & extension and
teacher assessment
– Connect to your lesso...
Time Management
• Before the Lesson Begins:
–
–
–
–

Create class routines
Estimate time for each phase of the lesson.
Hav...
Time Management (cont.)
• During the Lesson:
– Start and end on time!
– Watch your pacing – compare planned to actual
time...
Time Management (cont.)
• Allow for:
– Transition time & moving into groups
– Summarizing what’s been covered in class
– W...
Sample Lesson Plans
• In pairs…
– Review sample lesson plans against the lesson
planning rubric.
– Discuss what rating you...
Put it into Practice
• Create a 60 minute lesson plan to teach:
– A language function or grammar point
– A primary & secon...
Put it into Practice (cont.)
• Include three phases:
– Presentation/Pre-task
– Practice & Perform/Task
– Assessment/Post -...
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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. www.nvcc.edu/workfo
    2. 2. EDUC 1724: Lesson Planning American Culture & Language Institute, TESOL Certificate Program Northern Virginia Community College www.nvcc.edu/workfo
    3. 3. Overview • • • • • • Lesson Objectives TBLT vs. PPP Lesson Planning Lesson Phases Assessment Lesson Plan Samples Evaluation Lesson Plan Presentation www.nvcc.edu/workfo
    4. 4. Reflection • What makes a good lesson or a bad lesson? • What aspects of lesson planning are the most daunting? www.nvcc.edu/workfo
    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) www.nvcc.edu/workfo
    6. 6. Lesson Planning Considerations • Teaching methodology (TBLT vs. PPP) • Learner needs • Objectives • • • • • Learner involvement Materials Activities Flexibility Assessment www.nvcc.edu/workfo
    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. www.nvcc.edu/workfo
    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. www.nvcc.edu/workfo
    9. 9. Task-Based Language Teaching www.nvcc.edu/workfo
    10. 10. PPP Language Teaching www.nvcc.edu/workfo
    11. 11. Time (based on 60 minute class) PPP TBLT • Before Class • Lesson Objectives • Lesson Objectives • • 15-30 mins (PPP) 10-15 mins (TBLT) • Presentation • Warm up • Highlighting • Pre-Task • Warm up • Similar task • • 10-15 mins (PPP) 15-30 mins (TBLT) • Practice & Perform • • Controlled to Communicative Activities • 10-15 mins (TBLT & PPP) • Assessment & Wrap Up • Task • Communicative Practice Post Task • Assessment & Wrap Up www.nvcc.edu/workfo
    12. 12. 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 or how much material the teacher covers. www.nvcc.edu/workfo
    13. 13. SWBAT: 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. www.nvcc.edu/workfo
    14. 14. Presentation/Pre-Task Phase Warm up • Settle students into classroom mindset • Review previous lesson material & check homework • Introduce the focus of the lesson – activating prior knowledge (schema) www.nvcc.edu/workfo
    15. 15. 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 www.nvcc.edu/workfo
    16. 16. Presentation/Pre-Task Phase • A jumping off point. • Present 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 www.nvcc.edu/workfo
    17. 17. Presentation/Pre-Task Phase (cont.) • Solve a real-world problem. • Provide samples or elicit production of the language feature. • Should be relevant to students’ needs = interesting. www.nvcc.edu/workfo
    18. 18. Presentation/Pre-Task Phase • Scaffold activity/task for students to discover the target feature on their own and use it to solve a problem. • Engage students in hypothesis testing. • Build students’ confidence that they can “figure it out.” www.nvcc.edu/workfo
    19. 19. Presentation/Pre-Task Phase (cont.) • Gives students a framework/rules to refer to during practice activities. • Use a model or diagram. www.nvcc.edu/workfo
    20. 20. Practice/Task Phase (cont.) • Activities should: – Promote students to generate the target feature – Move learners towards meeting the lesson objectives – Enable students to use language in realworld situations www.nvcc.edu/workfo
    21. 21. Practice/Task Phase (cont.) • Activities should: – Build upon each other – from easier to harder – Involve genuine communication – Be varied and allow for choice – Allow learners to demonstrate mastery www.nvcc.edu/workfo
    22. 22. 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 www.nvcc.edu/workfo
    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). www.nvcc.edu/workfo
    24. 24. Assessment (cont.) • 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 www.nvcc.edu/workfo
    25. 25. Time Management • Before the Lesson Begins: – – – – Create class routines Estimate time for each phase of the lesson. 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. www.nvcc.edu/workfo
    26. 26. 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.” www.nvcc.edu/workfo
    27. 27. Time Management (cont.) • Allow for: – Transition time & moving into groups – Summarizing what’s been covered in class – Wrap-up and homework phase www.nvcc.edu/workfo
    28. 28. 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. www.nvcc.edu/workfo
    29. 29. Put it into Practice • 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 (TBLT or PPP). • List lesson objectives. www.nvcc.edu/workfo
    30. 30. 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: – evandermade@nvcc.edu/dobrien@nvcc.edu www.nvcc.edu/workfo

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