SlideShare a Scribd company logo
1 of 57
Reasons for planning
Lesson plans have a positive impact on both
          learners and teachers
Components of lesson plans
Descriptions of the students
Aims and objectives
Procedures
Anticipated problems
Extra activities/ materials ( just in
 case)
Material to be used in the lesson
Beginning a class
Effective opening of a class is very important:
It focuses student’ s attention on what they are about to
 learn.
It can arouse students’ curiosity and interest in the
 lesson.
It helps motivate students to become involved in the
 lesson.
Rem ber !!
    em

Students of all ages approach any lesson

        “what’s in it for me”
If the lesson addresses this question

        Motivated learner
•Strategies to engage students in a
                  lesson
Learning begins before the bell rings.
Be sure you have everyone’ s attention before
 you begin.
The opening MUST be connected to the
 main lesson.
Avoid beginning a class with routine tasks.
The opening must be connected to the main lesson.

Avoid beginning with routine tasks.

Vary your openings in order to maximize their

 impact.
Guidelines for effective lesson
                    planning


                    Outline
              I. Why plan lessons?
            II. how to begin planning
     III. variety, sequence, pacing and timing
        IV. students talk and teacher talk
V. learner centured lessons VS curriculum centured
                      lessons
Why plan lesson?

   * Lesson planning is a model of teacher’s effectiveness

   * lessons require deep knowledge of a variety of
          issues

   * teachers need to model the way forward others
           who are weak in need of strengthening and
           support
how to begin planning:

   *Preview of the whole curriculum
    * outlinging, underlining and highlighting key
    elements
    * planning step by step
     * choose suitable exercises and activities
variety, sequence, pacing and timing:

    * variety of techniques
    * logical sequence of activities
     * adequate pacing of exercices &
           activities
students talk time and teacher talk time

  * (STT) should be around 80%

  * (TTT) should be roughly limited to 20% to 30%
 of the class time
learner centured lessons VS curriculum
 centured lessons
Format of a lesson plan
A lesson plan is a framework for a lesson. If you
 imagine a lesson is like a journey, then in the lesson
 plan is the map. It shows where you start, where you
 finish and the route to take to get there.
The lesson plan sets out what the teacher hopes to
 achieve over the course of the lesson and how he or
 she hopes to achieve it.
So, it’s important that all teachers take time to think
 through their lessons before they enter the classroom.
Remember the 5 Ps: Perfect Planning Prevents Poor
 Performance.
There are some essential elements that a lesson plan
 should include.
Goals:
The teacher should identify an overall purpose or a
 goal that he or she will attempt to accomplish by the
 end of the end of the class period. He will try to finish
 the following statement:
By the end of the lesson the learners will be able
 to………..
Objectives:
A teacher may have objectives and aims of various
 kinds for the actual running of a lesson, to do with
 himself. E.g. Personal aims:” I will talk less and
 involve students more, I will make my instructions
 clearer”. Or to do with the classroom :” I will make
 sure the seating is rearranged appropriately when the
 activity changes”. Or to do with individuals “I will
 keep an eye on Maria if she needs help”.
But, the most important aim usually concerns
 intended student achievements: things they will have
 learned, skills they have improved and points they
 will have reached by the end of the lesson.
E.g. : By the end of the lesson, students will be better
 able to learn the names of colours or to practice
 language for buying clothes.
Materials and equipment:

The teacher should be aware of the materials and
 equipment that he will use at each stage of the lesson.
 So, a good planning includes knowing what a teacher
 need to take with him and use it in the classroom.
 E.g.: CD, cassette player, posters or handouts that he
 or she will distribute to students.
Stages of the lesson:
Any lesson we teach naturally divides into different
 stages and . For example, at one stage of the lesson,
 the class may be listening to a dialogue; at another
 stage, the teacher may be explaining new words and
 writing them on the board, then encouraging them to
 do some oral practice.
It’s much easier to plan the details of a lesson, if we
 think in terms of separate stages, rather than trying to
 think of a lesson as a whole.
Evaluation:
The teacher should make sure that the objectives
 have been accomplished, and students have
 understood and comprehend the lesson.
Evaluation should take place in the course of regular
 classroom activity in order to help students to
 improve their memory and remember most of things
 that take place in the class.
Extra-classwork:
Theteacher should always find application or
 extensions of classroom activity, that will help
 students do some learning beyond the class hour.
For example, using puzzle games, crosswords to help
 students to practice more English vocabulary and
 tenses.
Or using songs with catchy melodies and chants to
 teach alphabet or colours to kids.
Differentiating Instruction
Multiple Intelligences
Emotional Intelligence
Preferred Learning Modalities
Gardner and his followers have identified specific sections of the brain
  that control each of the eight intelligences he proposed:

1. Logical-mathematical: verbal skills and sensitivity to the sounds,
   meanings, and rhythms of words
2. Linguistic: possessing a mastery of language and ability to express
   oneself rhetorically or poetically
3. Spatial: ability to think in images and pictures, to visualize accurately
   and abstractly
4. Musical: ability to recognize and compose musical pitches, tones, and
   rhythms
5. Bodily-kinesthetic: ability to control one’s body movements and to
   handle objects skillfully
6. Intrapersonal: possessing a high degree of self-knowledge, including
   awareness of one’s own strengths, weaknesses, and inner feelings
7. Interpersonal: competent in leadership skills, communication,
   understanding of others’ feelings
8. Naturalist: capacity to detect significant patterns in nature and
   distinguish and categorize items of various classes (plants, animals,
   chemicals)
It is crucial not to neglect any student whatever his/her
   intelligence, as we have to capitalize on their
   strengths to allow them excel in their scope of
   interest. The aim is to personalize instruction. One
   way to figure out students’ inclination is by finding
   out about their preferred leisure activities, or what
   they do while misbehaving.
Gardner (1993, p. 178) concludes that “it is extremely
 desirable to have assessment occur in the context of
 students working on problems, projects, or products
 that genuinely engage them, that hold their interest
 and motivate them to do well. Such exercises may not
 be as easy to design as the standard multiple-choice
 entry, but they are far more likely to elicit a student’s
 full repertoire of skills and to yield information that is
 useful for subsequent advice and placement.”
Eg: A teacher might encourage the musically inclined
 student to sing the multiplication tables at home as a
 memory aid.
What can the teacher do?
Design items that have easy and difficult aspects
 or items
Design techniques that will involve students
Use judicious selection to assign groups so that
 each group has either (i) a deliberately
 heterogenous range of ability or (ii) a
 homogenous range to encourage equal
 participation).
Use small-group and pair work time to circulate
 and give extra attention to those below or above
 the norm.
Teachers determined to implement multiple-
 intelligence strategies in their classroom face real-
 world obstacles. The time and energy needed to
 redesign instruction can be significant. Not all
 administrators encourage deviating from the focus on
 upping standardized test performance.
THIRTY-EIGHT STRATEGIES FOR NURTURING
EMOTIONAL INTELLIGENCE (I only chose 4)
 1. Encourage students to strive for excellence, not
    perfection.
 2. Teach reframing to help students see events from a
    more positive perspective.
 3. Have students rate their feelings on a scale of 1 to 10 as
    a way to encourage them to think about the intensity
    of their emotions. They can draw a feeling
    thermometer to indicate the intensity of their feelings.
 4. Frequently use reflection-of-feeling statements to
    develop empathy with your students. (For example:
    “You feel disappointed because you didn’t make the
    quiz-bowl team.”) En-courage students to develop a
    rich vocabulary for feelings, beyond mad, glad, and
    sad.
Preferred Learning Modalities (learning styles)
 Most individuals learn best through a particular sensory
   or perceptual channel—kinesthetic, tactile, auditory,
   or visual.
 Research indicates that visual learners make up 65% of
   the population. Approximately 30% are auditory
   learners, leaving about 5% percent as kinesthetic or
   tactile learners.
 Sensory preferences are developmental, with younger
   children being more kinesthetic and tactile. Typically,
   during the sixth grade, girls become more
   perceptually mature in the auditory channel, with
   boys following shortly. At about the eighth grade,
   girls usually develop greater visual-perceptual acuity,
   with boys catching up a year or two later.
Research suggests that matching teaching style with
 students’ learning styles may increase student
 motivation and improve performance. The research
 also indicates that teachers almost always teach in
 their own preferred learning style.



       *****************************************
homework
Outline

1. Homework that works
2. Interesting home work
3. Making assignment
4. The internet and homework
5. Collecting and grading homework
6. Handling make up work
Homework that helps
 Homework should:

 Enhance the students’ learning process.


Account for students’ age, abilities, and habits




Serve your own instructional objectives.
Attributes Signifying Modality       Helpful Instructional
            Preferences                          Strategies
                                                 for Learning Modalities


            Likes music                          •Discussions /Debates
            Enjoys talking                       •Oral presentations
            Long, repetitive descriptions        •Listening to lectures/music
            Distracted by noise                  •Reciting content aloud
 Auditory   Sings
            Talks to self
                                                 •Studying with peers
                                                 •Reading aloud
                                                 •Verbal directions


            •Doodles                             •drawing
            •Notices details                     •Note taking
            •Verbal directions often difficult   •Watching videos
            •Enjoys drawing                      •Demonstrations
Visual      •Vivid imagination                   •Computer instruction
            •Solves problems deliberately        •Visual mnemonics
            •Tends to be quiet                   •Use written directions
            •Distracted by movements             •Use pictures, diagrams,
                                                 maps, and charts
                                                 •Flash cards
                                                 •Independent learning
Attributes Signifying   Helpful Instructional
                         Modality Preferences    Strategies
                                                 for Learning Modalities


                         •Likes handling         Manipulatives
                         objects                 Building models
                         •Gestures while         Hands-on activities
                         talking                 Field trips
                         • Often in motion       Drama, role playing
Kinesthetic or Tactile   •Tapping feet or        Allowing to stretch
                         hands                   or stand
                         •Likes to try things    Making flash cards
                         out                     Labs
                         •Jumping, pushing       Walk-and-talk
                         •Often seems            activities
                         impulsive               Action games
                         •May be a poor          Sculpture
                         speller
Homework advantages
preserves class time for activities that students
 cannot do independently.

Provides students with an opportunity to practice and
 reinforce new skills.

serves an assessment function for the teacher.

provides remedial instruction to students who lag in
 skill development.
Interesting Homework:
    ideas for worthwhile homework assignments.
Write new endings to old stories.
Keep a journal.
Develop a creative solution to a problem
Take sides on an issue;
Plan and produce a film or skit.
Construct a Web page.
Attend a public meeting.
Do volunteer work.
some practical suggestions for effectively
      making homework assignments:

The procedures for assigning homework must be taught as
 part of the classroom routine


clarify your expectations regarding homework from the
 very beginning.


Do not compete with student noise when giving oral
 directions.
homework assignments should be highly structured
 and have very specific directions to be completed by
 students.

It may be helpful to reserve specific days for regular
 assignments.

Try to be creative in designing some homework tasks.
Collecting and Grading Homework

Not every homework assignment must be collected and graded




Students must receive feedback on their homework for it to
  enhance learning.



Vary the approaches to providing feedback: Use a variety of
  techniques to help students check their own or each other’s
  assignments.
Evaluating the Effectiveness of
          the Lesson
According to you, why is it
 necessary for teachers to evaluate a
 lesson after it is closed?
Teachers should ask these questions at the end of a lesson
    to see if it worked or not.

 1 –Was the lesson successful?
2- Did students learn what you had hoped?
3- Did the students enjoy it?
4- Did they learn anything from it? How do you know?
5 -Did any new learning goals emerge during instruction?
6-What exactly did they get from the activity?
7 -What instructional strategies were the most effective?
8 -What one thing might you have done differently which
 would have made the lesson more effective?
9 - What else would you like to change, next time you use
 this lesson?
What’s wrong if the
instructors do not
ask themselves these
questions?
Unless we ( teachers) ask ourselves such questions, we
are in danger of continuing with activities and
techniques that either do not work, or, at the very least,
are not as successful as they might be with appropriate
modification.
Feedback helps teachers evaluate lessons and
activities
One way to judge the quality of a lesson is to get

  feedback from students .
For example, we can ask simple questions like: « Did

  you like the lesson? Did you find it useful? ». Based on
  what they say, we judge the lesson, or we can ask
  them to write their answers down and hand them to
  us.
Another way to get feedback from students is to ask them
 once every week to write down two things they want more
 and two things they want less. The answers we get may
 prove a fuitful place to start a discussion, and we will then
 be able to modify what happens in class.
Give Ss special evaluation forms where they have to rate
 different activities with a score and add comments about
 what they tought.
Invite colleagues to observe your class and make
 suggestions afterwards. ( Peer observation)

N.B. it would be great if the teacher who comes into
  your class does so in order to offer constructive advice
  rather than to focus on the teacher’s apparent
  failings.
Get your lesson videoed.

Some teachers keep journals in which they record

 their thoughts about what happened as soon as
 possible after the lesson has finished.
Good teachers also need to assess how well their

 Ss are progressing ( a variety of measures
 including homework assignments, speaking
 activities, frequent small progress tests.
Humor in class
The incorporation of humor in
the class
    Is humor valued in the classroom?
Humor can be a valued tool in the classroom
 when it is used to motivate students, help
 students retain information, and create a
 comfortable, supportive environment.
The benefits of using humor as an educational
 tool may be obvious when the class is full of
 elementary or middle-school aged students.
 Humor can reduce stress and anxiety, create a
 comfortable learning environment, and increase
 motivation, comprehension, and retention of information.
It may be beneficial for the teacher to incorporate humor
 at the beginning of class to set the tone.
The teacher can use humor during the class time to
 provide a breather. (a short pause for rest or to relax )
Effective teaching and learning is built upon the
 relationship between the teacher and students, and this
 interactive relationship can be enhanced with a good
 sense of humor.
The use of humor can help set a tone in the classroom that
 invites participation and increases learning.
to keep students' attention
Teachers who incorporate appropriate humor in the
 classroom are often rated higher and considered to be
 more credible than teachers who do not make use of
 humor.
Types of humor studied include funny stories or
 anecdotes, funny comments, jokes, professional humor,
 puns, cartoons, riddles, sarcasm …etc
Creating successful lessons   compiled version

More Related Content

What's hot

Strategies of teaching englishppt
Strategies of teaching englishpptStrategies of teaching englishppt
Strategies of teaching englishpptTeena M Joy
 
How to cope with the new timing 2021
How to cope with the new timing 2021How to cope with the new timing 2021
How to cope with the new timing 2021Mr Bounab Samir
 
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
Teacher's hand out 2nd g & in put situation  novemb 22nd 2016Teacher's hand out 2nd g & in put situation  novemb 22nd 2016
Teacher's hand out 2nd g & in put situation novemb 22nd 2016Mr Bounab Samir
 
Lesson planning - ELT
Lesson planning - ELT Lesson planning - ELT
Lesson planning - ELT Em Đỗ
 
Format of a Science lesson plan
Format of a Science lesson planFormat of a Science lesson plan
Format of a Science lesson planDr. Rajeev I. Jha
 
How to deam with trouble maker learners
How to deam with trouble maker learnersHow to deam with trouble maker learners
How to deam with trouble maker learnersMr Bounab Samir
 
Principles and methods of teaching
Principles and methods of teachingPrinciples and methods of teaching
Principles and methods of teachingesra66
 
Teacher hand tpd how to help teacher be effectve (2)
Teacher hand tpd how to help teacher be effectve (2)Teacher hand tpd how to help teacher be effectve (2)
Teacher hand tpd how to help teacher be effectve (2)Mr Bounab Samir
 
Differentiate or disengage?
Differentiate or disengage?Differentiate or disengage?
Differentiate or disengage?MLTA of NSW
 
Article effective classroom seating arrangements by mr samir bounab
Article effective classroom seating arrangements   by mr samir bounabArticle effective classroom seating arrangements   by mr samir bounab
Article effective classroom seating arrangements by mr samir bounabMr Bounab Samir
 
P5 meet the parents slides 18 jan 2014
P5 meet the parents slides 18 jan 2014P5 meet the parents slides 18 jan 2014
P5 meet the parents slides 18 jan 2014MissSoh123
 
Discovery and enquiry method
 Discovery and enquiry method Discovery and enquiry method
Discovery and enquiry methodNMonisha2
 
Techniques of teaching physical science
Techniques of teaching physical scienceTechniques of teaching physical science
Techniques of teaching physical sciencesajeena81
 

What's hot (18)

Strategies of teaching englishppt
Strategies of teaching englishpptStrategies of teaching englishppt
Strategies of teaching englishppt
 
Warm up activities-uü
Warm up activities-uüWarm up activities-uü
Warm up activities-uü
 
How to cope with the new timing 2021
How to cope with the new timing 2021How to cope with the new timing 2021
How to cope with the new timing 2021
 
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
Teacher's hand out 2nd g & in put situation  novemb 22nd 2016Teacher's hand out 2nd g & in put situation  novemb 22nd 2016
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
 
Lesson planning - ELT
Lesson planning - ELT Lesson planning - ELT
Lesson planning - ELT
 
Format of a Science lesson plan
Format of a Science lesson planFormat of a Science lesson plan
Format of a Science lesson plan
 
Lesson planning 1
Lesson planning 1Lesson planning 1
Lesson planning 1
 
How to deam with trouble maker learners
How to deam with trouble maker learnersHow to deam with trouble maker learners
How to deam with trouble maker learners
 
Principles and methods of teaching
Principles and methods of teachingPrinciples and methods of teaching
Principles and methods of teaching
 
Methods of teaching biological science
Methods of teaching biological scienceMethods of teaching biological science
Methods of teaching biological science
 
Method of teaching
Method of teaching Method of teaching
Method of teaching
 
Teacher hand tpd how to help teacher be effectve (2)
Teacher hand tpd how to help teacher be effectve (2)Teacher hand tpd how to help teacher be effectve (2)
Teacher hand tpd how to help teacher be effectve (2)
 
Differentiate or disengage?
Differentiate or disengage?Differentiate or disengage?
Differentiate or disengage?
 
Article effective classroom seating arrangements by mr samir bounab
Article effective classroom seating arrangements   by mr samir bounabArticle effective classroom seating arrangements   by mr samir bounab
Article effective classroom seating arrangements by mr samir bounab
 
P5 meet the parents slides 18 jan 2014
P5 meet the parents slides 18 jan 2014P5 meet the parents slides 18 jan 2014
P5 meet the parents slides 18 jan 2014
 
Teaching Techniques
Teaching  TechniquesTeaching  Techniques
Teaching Techniques
 
Discovery and enquiry method
 Discovery and enquiry method Discovery and enquiry method
Discovery and enquiry method
 
Techniques of teaching physical science
Techniques of teaching physical scienceTechniques of teaching physical science
Techniques of teaching physical science
 

Similar to Creating successful lessons compiled version

Taller planning 09 primaria
Taller planning 09 primariaTaller planning 09 primaria
Taller planning 09 primariaDIRELI
 
Presentación activity 2.1 ENGLISH TEACHING METHODOLOGY
Presentación activity 2.1 ENGLISH TEACHING METHODOLOGYPresentación activity 2.1 ENGLISH TEACHING METHODOLOGY
Presentación activity 2.1 ENGLISH TEACHING METHODOLOGYPatricioAvil196
 
Chapter 15 powerpoint presentation final
Chapter 15 powerpoint presentation finalChapter 15 powerpoint presentation final
Chapter 15 powerpoint presentation finalcelim55
 
Lesson Plan
Lesson PlanLesson Plan
Lesson Plantarakbr
 
Lesson Plan
Lesson PlanLesson Plan
Lesson Plantarakbr
 
Styles, strategies and tactics approaches to teaching
Styles, strategies and tactics approaches to teachingStyles, strategies and tactics approaches to teaching
Styles, strategies and tactics approaches to teachingSchool of eduction, PU
 
Styles, strategies and tactics approaches to teaching
Styles, strategies and tactics approaches to teachingStyles, strategies and tactics approaches to teaching
Styles, strategies and tactics approaches to teachinguniversity
 
Practical 5 clil alcazar perez-yacopini
Practical 5  clil alcazar perez-yacopiniPractical 5  clil alcazar perez-yacopini
Practical 5 clil alcazar perez-yacopiniRodrigoAlcazar5
 
Differentiated instruction
Differentiated instructionDifferentiated instruction
Differentiated instructionSue Quirante
 
Shs dll week 1 2
Shs dll week 1 2Shs dll week 1 2
Shs dll week 1 2Dep ED
 
Instructional Planning
Instructional PlanningInstructional Planning
Instructional Planningjksofy
 
The Appropriate Use Of The Lecture And Alternative Teaching Methods
The Appropriate Use Of The Lecture And Alternative Teaching MethodsThe Appropriate Use Of The Lecture And Alternative Teaching Methods
The Appropriate Use Of The Lecture And Alternative Teaching Methodsnoblex1
 
Lesson plan syallabus
Lesson plan syallabusLesson plan syallabus
Lesson plan syallabuseducoram
 
Teach Listening-strategies and pre listening activities
Teach Listening-strategies and pre listening activitiesTeach Listening-strategies and pre listening activities
Teach Listening-strategies and pre listening activitiesJoseGatillon
 
Lesson planningguide
Lesson planningguideLesson planningguide
Lesson planningguideEsraa Adel
 

Similar to Creating successful lessons compiled version (20)

Taller planning 09 primaria
Taller planning 09 primariaTaller planning 09 primaria
Taller planning 09 primaria
 
Presentación activity 2.1 ENGLISH TEACHING METHODOLOGY
Presentación activity 2.1 ENGLISH TEACHING METHODOLOGYPresentación activity 2.1 ENGLISH TEACHING METHODOLOGY
Presentación activity 2.1 ENGLISH TEACHING METHODOLOGY
 
Chapter 15 powerpoint presentation final
Chapter 15 powerpoint presentation finalChapter 15 powerpoint presentation final
Chapter 15 powerpoint presentation final
 
Lesson Plan
Lesson PlanLesson Plan
Lesson Plan
 
Lesson Planning
Lesson PlanningLesson Planning
Lesson Planning
 
Lesson Plan
Lesson PlanLesson Plan
Lesson Plan
 
Styles, strategies and tactics approaches to teaching
Styles, strategies and tactics approaches to teachingStyles, strategies and tactics approaches to teaching
Styles, strategies and tactics approaches to teaching
 
Styles, strategies and tactics approaches to teaching
Styles, strategies and tactics approaches to teachingStyles, strategies and tactics approaches to teaching
Styles, strategies and tactics approaches to teaching
 
Practical 5 CLIL
Practical 5  CLILPractical 5  CLIL
Practical 5 CLIL
 
Practical 5 clil alcazar perez-yacopini
Practical 5  clil alcazar perez-yacopiniPractical 5  clil alcazar perez-yacopini
Practical 5 clil alcazar perez-yacopini
 
Differentiated instruction
Differentiated instructionDifferentiated instruction
Differentiated instruction
 
Shs dll week 1 2
Shs dll week 1 2Shs dll week 1 2
Shs dll week 1 2
 
Instructional Planning
Instructional PlanningInstructional Planning
Instructional Planning
 
The Appropriate Use Of The Lecture And Alternative Teaching Methods
The Appropriate Use Of The Lecture And Alternative Teaching MethodsThe Appropriate Use Of The Lecture And Alternative Teaching Methods
The Appropriate Use Of The Lecture And Alternative Teaching Methods
 
Intro to Science teacher guide
Intro to Science teacher guide Intro to Science teacher guide
Intro to Science teacher guide
 
Lesson plan syallabus
Lesson plan syallabusLesson plan syallabus
Lesson plan syallabus
 
SKILLS AND BEHAVIOR IN EFFECTIVE CLASSROOM TEACHING
SKILLS AND BEHAVIOR IN EFFECTIVE CLASSROOM TEACHINGSKILLS AND BEHAVIOR IN EFFECTIVE CLASSROOM TEACHING
SKILLS AND BEHAVIOR IN EFFECTIVE CLASSROOM TEACHING
 
Teach Listening-strategies and pre listening activities
Teach Listening-strategies and pre listening activitiesTeach Listening-strategies and pre listening activities
Teach Listening-strategies and pre listening activities
 
Lesson planningguide
Lesson planningguideLesson planningguide
Lesson planningguide
 
Motivation
MotivationMotivation
Motivation
 

More from khadijagouali

General english course session3
General english course session3General english course session3
General english course session3khadijagouali
 
General english course session2
General english course session2General english course session2
General english course session2khadijagouali
 
General english course session1
General english course session1General english course session1
General english course session1khadijagouali
 
Time management and organizational strategies
Time management and organizational strategiesTime management and organizational strategies
Time management and organizational strategieskhadijagouali
 
Time management and organizational strategies
Time management and organizational strategiesTime management and organizational strategies
Time management and organizational strategieskhadijagouali
 
Esp solving-problems
Esp solving-problemsEsp solving-problems
Esp solving-problemskhadijagouali
 
Media fire petcha kutcha
Media fire petcha kutchaMedia fire petcha kutcha
Media fire petcha kutchakhadijagouali
 
Moral and social development
Moral and social developmentMoral and social development
Moral and social developmentkhadijagouali
 
Moral and social development
Moral and social developmentMoral and social development
Moral and social developmentkhadijagouali
 
Moral and social development
Moral and social developmentMoral and social development
Moral and social developmentkhadijagouali
 
Creating successful lessons compiled version
Creating successful lessons   compiled versionCreating successful lessons   compiled version
Creating successful lessons compiled versionkhadijagouali
 

More from khadijagouali (16)

General english course session3
General english course session3General english course session3
General english course session3
 
General english course session2
General english course session2General english course session2
General english course session2
 
General english course session1
General english course session1General english course session1
General english course session1
 
Time management and organizational strategies
Time management and organizational strategiesTime management and organizational strategies
Time management and organizational strategies
 
Time management and organizational strategies
Time management and organizational strategiesTime management and organizational strategies
Time management and organizational strategies
 
Esp solving-problems
Esp solving-problemsEsp solving-problems
Esp solving-problems
 
Media fire petcha kutcha
Media fire petcha kutchaMedia fire petcha kutcha
Media fire petcha kutcha
 
Moral and social development
Moral and social developmentMoral and social development
Moral and social development
 
Moral and social development
Moral and social developmentMoral and social development
Moral and social development
 
Moral and social development
Moral and social developmentMoral and social development
Moral and social development
 
Creating successful lessons compiled version
Creating successful lessons   compiled versionCreating successful lessons   compiled version
Creating successful lessons compiled version
 
education
educationeducation
education
 
Starting up courses
Starting up coursesStarting up courses
Starting up courses
 
Questions
QuestionsQuestions
Questions
 
Questions
QuestionsQuestions
Questions
 
Basic english1
Basic english1Basic english1
Basic english1
 

Creating successful lessons compiled version

  • 1.
  • 3. Lesson plans have a positive impact on both learners and teachers
  • 4. Components of lesson plans Descriptions of the students Aims and objectives Procedures Anticipated problems Extra activities/ materials ( just in case) Material to be used in the lesson
  • 5. Beginning a class Effective opening of a class is very important: It focuses student’ s attention on what they are about to learn. It can arouse students’ curiosity and interest in the lesson. It helps motivate students to become involved in the lesson.
  • 6. Rem ber !! em Students of all ages approach any lesson “what’s in it for me” If the lesson addresses this question Motivated learner
  • 7. •Strategies to engage students in a lesson Learning begins before the bell rings. Be sure you have everyone’ s attention before you begin. The opening MUST be connected to the main lesson. Avoid beginning a class with routine tasks.
  • 8. The opening must be connected to the main lesson. Avoid beginning with routine tasks. Vary your openings in order to maximize their impact.
  • 9. Guidelines for effective lesson planning Outline I. Why plan lessons? II. how to begin planning III. variety, sequence, pacing and timing IV. students talk and teacher talk V. learner centured lessons VS curriculum centured lessons
  • 10. Why plan lesson? * Lesson planning is a model of teacher’s effectiveness * lessons require deep knowledge of a variety of issues * teachers need to model the way forward others who are weak in need of strengthening and support
  • 11. how to begin planning: *Preview of the whole curriculum * outlinging, underlining and highlighting key elements * planning step by step * choose suitable exercises and activities
  • 12. variety, sequence, pacing and timing: * variety of techniques * logical sequence of activities * adequate pacing of exercices & activities
  • 13. students talk time and teacher talk time * (STT) should be around 80% * (TTT) should be roughly limited to 20% to 30% of the class time
  • 14. learner centured lessons VS curriculum centured lessons
  • 15. Format of a lesson plan A lesson plan is a framework for a lesson. If you imagine a lesson is like a journey, then in the lesson plan is the map. It shows where you start, where you finish and the route to take to get there. The lesson plan sets out what the teacher hopes to achieve over the course of the lesson and how he or she hopes to achieve it. So, it’s important that all teachers take time to think through their lessons before they enter the classroom. Remember the 5 Ps: Perfect Planning Prevents Poor Performance.
  • 16. There are some essential elements that a lesson plan should include. Goals: The teacher should identify an overall purpose or a goal that he or she will attempt to accomplish by the end of the end of the class period. He will try to finish the following statement: By the end of the lesson the learners will be able to………..
  • 17. Objectives: A teacher may have objectives and aims of various kinds for the actual running of a lesson, to do with himself. E.g. Personal aims:” I will talk less and involve students more, I will make my instructions clearer”. Or to do with the classroom :” I will make sure the seating is rearranged appropriately when the activity changes”. Or to do with individuals “I will keep an eye on Maria if she needs help”.
  • 18. But, the most important aim usually concerns intended student achievements: things they will have learned, skills they have improved and points they will have reached by the end of the lesson. E.g. : By the end of the lesson, students will be better able to learn the names of colours or to practice language for buying clothes.
  • 19. Materials and equipment: The teacher should be aware of the materials and equipment that he will use at each stage of the lesson. So, a good planning includes knowing what a teacher need to take with him and use it in the classroom. E.g.: CD, cassette player, posters or handouts that he or she will distribute to students.
  • 20. Stages of the lesson: Any lesson we teach naturally divides into different stages and . For example, at one stage of the lesson, the class may be listening to a dialogue; at another stage, the teacher may be explaining new words and writing them on the board, then encouraging them to do some oral practice. It’s much easier to plan the details of a lesson, if we think in terms of separate stages, rather than trying to think of a lesson as a whole.
  • 21. Evaluation: The teacher should make sure that the objectives have been accomplished, and students have understood and comprehend the lesson. Evaluation should take place in the course of regular classroom activity in order to help students to improve their memory and remember most of things that take place in the class.
  • 22. Extra-classwork: Theteacher should always find application or extensions of classroom activity, that will help students do some learning beyond the class hour. For example, using puzzle games, crosswords to help students to practice more English vocabulary and tenses. Or using songs with catchy melodies and chants to teach alphabet or colours to kids.
  • 23. Differentiating Instruction Multiple Intelligences Emotional Intelligence Preferred Learning Modalities
  • 24. Gardner and his followers have identified specific sections of the brain that control each of the eight intelligences he proposed: 1. Logical-mathematical: verbal skills and sensitivity to the sounds, meanings, and rhythms of words 2. Linguistic: possessing a mastery of language and ability to express oneself rhetorically or poetically 3. Spatial: ability to think in images and pictures, to visualize accurately and abstractly 4. Musical: ability to recognize and compose musical pitches, tones, and rhythms 5. Bodily-kinesthetic: ability to control one’s body movements and to handle objects skillfully 6. Intrapersonal: possessing a high degree of self-knowledge, including awareness of one’s own strengths, weaknesses, and inner feelings 7. Interpersonal: competent in leadership skills, communication, understanding of others’ feelings 8. Naturalist: capacity to detect significant patterns in nature and distinguish and categorize items of various classes (plants, animals, chemicals)
  • 25.
  • 26. It is crucial not to neglect any student whatever his/her intelligence, as we have to capitalize on their strengths to allow them excel in their scope of interest. The aim is to personalize instruction. One way to figure out students’ inclination is by finding out about their preferred leisure activities, or what they do while misbehaving.
  • 27. Gardner (1993, p. 178) concludes that “it is extremely desirable to have assessment occur in the context of students working on problems, projects, or products that genuinely engage them, that hold their interest and motivate them to do well. Such exercises may not be as easy to design as the standard multiple-choice entry, but they are far more likely to elicit a student’s full repertoire of skills and to yield information that is useful for subsequent advice and placement.” Eg: A teacher might encourage the musically inclined student to sing the multiplication tables at home as a memory aid.
  • 28. What can the teacher do? Design items that have easy and difficult aspects or items Design techniques that will involve students Use judicious selection to assign groups so that each group has either (i) a deliberately heterogenous range of ability or (ii) a homogenous range to encourage equal participation). Use small-group and pair work time to circulate and give extra attention to those below or above the norm.
  • 29. Teachers determined to implement multiple- intelligence strategies in their classroom face real- world obstacles. The time and energy needed to redesign instruction can be significant. Not all administrators encourage deviating from the focus on upping standardized test performance.
  • 30.
  • 31.
  • 32. THIRTY-EIGHT STRATEGIES FOR NURTURING EMOTIONAL INTELLIGENCE (I only chose 4) 1. Encourage students to strive for excellence, not perfection. 2. Teach reframing to help students see events from a more positive perspective. 3. Have students rate their feelings on a scale of 1 to 10 as a way to encourage them to think about the intensity of their emotions. They can draw a feeling thermometer to indicate the intensity of their feelings. 4. Frequently use reflection-of-feeling statements to develop empathy with your students. (For example: “You feel disappointed because you didn’t make the quiz-bowl team.”) En-courage students to develop a rich vocabulary for feelings, beyond mad, glad, and sad.
  • 33. Preferred Learning Modalities (learning styles) Most individuals learn best through a particular sensory or perceptual channel—kinesthetic, tactile, auditory, or visual. Research indicates that visual learners make up 65% of the population. Approximately 30% are auditory learners, leaving about 5% percent as kinesthetic or tactile learners. Sensory preferences are developmental, with younger children being more kinesthetic and tactile. Typically, during the sixth grade, girls become more perceptually mature in the auditory channel, with boys following shortly. At about the eighth grade, girls usually develop greater visual-perceptual acuity, with boys catching up a year or two later.
  • 34. Research suggests that matching teaching style with students’ learning styles may increase student motivation and improve performance. The research also indicates that teachers almost always teach in their own preferred learning style. *****************************************
  • 36. Outline 1. Homework that works 2. Interesting home work 3. Making assignment 4. The internet and homework 5. Collecting and grading homework 6. Handling make up work
  • 37. Homework that helps Homework should:  Enhance the students’ learning process. Account for students’ age, abilities, and habits Serve your own instructional objectives.
  • 38. Attributes Signifying Modality Helpful Instructional Preferences Strategies for Learning Modalities Likes music •Discussions /Debates Enjoys talking •Oral presentations Long, repetitive descriptions •Listening to lectures/music Distracted by noise •Reciting content aloud Auditory Sings Talks to self •Studying with peers •Reading aloud •Verbal directions •Doodles •drawing •Notices details •Note taking •Verbal directions often difficult •Watching videos •Enjoys drawing •Demonstrations Visual •Vivid imagination •Computer instruction •Solves problems deliberately •Visual mnemonics •Tends to be quiet •Use written directions •Distracted by movements •Use pictures, diagrams, maps, and charts •Flash cards •Independent learning
  • 39. Attributes Signifying Helpful Instructional Modality Preferences Strategies for Learning Modalities •Likes handling Manipulatives objects Building models •Gestures while Hands-on activities talking Field trips • Often in motion Drama, role playing Kinesthetic or Tactile •Tapping feet or Allowing to stretch hands or stand •Likes to try things Making flash cards out Labs •Jumping, pushing Walk-and-talk •Often seems activities impulsive Action games •May be a poor Sculpture speller
  • 40. Homework advantages preserves class time for activities that students cannot do independently. Provides students with an opportunity to practice and reinforce new skills. serves an assessment function for the teacher. provides remedial instruction to students who lag in skill development.
  • 41. Interesting Homework: ideas for worthwhile homework assignments. Write new endings to old stories. Keep a journal. Develop a creative solution to a problem Take sides on an issue; Plan and produce a film or skit. Construct a Web page. Attend a public meeting. Do volunteer work.
  • 42. some practical suggestions for effectively making homework assignments: The procedures for assigning homework must be taught as part of the classroom routine clarify your expectations regarding homework from the very beginning. Do not compete with student noise when giving oral directions.
  • 43. homework assignments should be highly structured and have very specific directions to be completed by students. It may be helpful to reserve specific days for regular assignments. Try to be creative in designing some homework tasks.
  • 44. Collecting and Grading Homework Not every homework assignment must be collected and graded Students must receive feedback on their homework for it to enhance learning. Vary the approaches to providing feedback: Use a variety of techniques to help students check their own or each other’s assignments.
  • 46. According to you, why is it necessary for teachers to evaluate a lesson after it is closed?
  • 47. Teachers should ask these questions at the end of a lesson to see if it worked or not.  1 –Was the lesson successful? 2- Did students learn what you had hoped? 3- Did the students enjoy it? 4- Did they learn anything from it? How do you know? 5 -Did any new learning goals emerge during instruction? 6-What exactly did they get from the activity? 7 -What instructional strategies were the most effective? 8 -What one thing might you have done differently which would have made the lesson more effective? 9 - What else would you like to change, next time you use this lesson?
  • 48. What’s wrong if the instructors do not ask themselves these questions?
  • 49. Unless we ( teachers) ask ourselves such questions, we are in danger of continuing with activities and techniques that either do not work, or, at the very least, are not as successful as they might be with appropriate modification.
  • 50. Feedback helps teachers evaluate lessons and activities One way to judge the quality of a lesson is to get feedback from students . For example, we can ask simple questions like: « Did you like the lesson? Did you find it useful? ». Based on what they say, we judge the lesson, or we can ask them to write their answers down and hand them to us.
  • 51. Another way to get feedback from students is to ask them once every week to write down two things they want more and two things they want less. The answers we get may prove a fuitful place to start a discussion, and we will then be able to modify what happens in class. Give Ss special evaluation forms where they have to rate different activities with a score and add comments about what they tought. Invite colleagues to observe your class and make suggestions afterwards. ( Peer observation) N.B. it would be great if the teacher who comes into your class does so in order to offer constructive advice rather than to focus on the teacher’s apparent failings.
  • 52. Get your lesson videoed. Some teachers keep journals in which they record their thoughts about what happened as soon as possible after the lesson has finished. Good teachers also need to assess how well their Ss are progressing ( a variety of measures including homework assignments, speaking activities, frequent small progress tests.
  • 54. The incorporation of humor in the class Is humor valued in the classroom? Humor can be a valued tool in the classroom when it is used to motivate students, help students retain information, and create a comfortable, supportive environment. The benefits of using humor as an educational tool may be obvious when the class is full of elementary or middle-school aged students.
  • 55.  Humor can reduce stress and anxiety, create a comfortable learning environment, and increase motivation, comprehension, and retention of information. It may be beneficial for the teacher to incorporate humor at the beginning of class to set the tone. The teacher can use humor during the class time to provide a breather. (a short pause for rest or to relax ) Effective teaching and learning is built upon the relationship between the teacher and students, and this interactive relationship can be enhanced with a good sense of humor. The use of humor can help set a tone in the classroom that invites participation and increases learning. to keep students' attention
  • 56. Teachers who incorporate appropriate humor in the classroom are often rated higher and considered to be more credible than teachers who do not make use of humor. Types of humor studied include funny stories or anecdotes, funny comments, jokes, professional humor, puns, cartoons, riddles, sarcasm …etc

Editor's Notes

  1. Gardner, Howard (1993),  Multiple Intelligences: The Theory in Practice ,