This document presents a module on lesson planning and observation for a university in Ambato, Ecuador. The module aims to develop pedagogical competence in planning lessons and understanding intrinsic learning processes. It will cover origins of curriculum development, analyzing educational realities and pedagogical models, determining reasons for course planning, advantages and disadvantages of planning lessons, and designing curriculums. The methodology uses problem-based learning and cognitive strategies to develop independent learning. Students will be evaluated through methods like mind maps, charts, presentations to develop critical thinking and conclusions. The goal is for students to create lesson plan matrices according to school needs.

1. UNIVERSIDAD TÉCNICA DE AMBATO
FACULTAD DE CIENCIAS HUMANAS Y DE LA
EDUCACIÓN
CARRERA DE IDIOMAS
MODULO:
“LESSON PLANNING AND OBSERVATION”
Quinto Nivel “A”
Docente: Lic. MSc. Leonor Catalina Espin Padilla
Ambato-Ecuador
Septiembre 2012 - Febrero 2013
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2. INDEX
I. BASIC INFORMATION OF THE MODULE: ........................................................... 4
II. FORMATIVE ROUTE .................................................................................................. 5
III. FORMATION TRAINING METHODOLOGY ................................................... 7
IV. EVALUATION PLAN ................................................................................................. 9
V. EVALUATION PROCESS .......................................................................................... 10
Competence of emphasis to be developed through this module: Lesson Planning and
Observation ........................................................................................................................ 10
VI. INSTRUCTIONAL GUIDELINES ........................................................................... 12
VII. ANNEXES ................................................................................................................. 13
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3. ABSTRACT
The module presents an approach to the teaching - learning process that sees successful language
as being dependent upon the activities of curriculum development, that is, the use of variety of
planning and implementation processes involved in developing or renewing a language program. These
processes include determining learners’ needs, analysis of the context for the program and consideration
of the impact of contextual factors, the planning of learning outcomes, the organization of a course or
set of teaching materials, the selection and preparation of teaching materials, etc.
Finally, this module seeks to deal with issues of the language curriculum development in order to
provide the basis for more effective planning and decision making in language program development.
This module will develop the following elements:
1. Study the origins of language curriculum development.
2. Discuss the educative reality and its concordance with the current pedagogical model.
3. Determine the reasons for planning and development of a course
4. Point out the advantages and disadvantages of planning and order the steps for a lesson plan
5. Design a curriculum with different course applications
The methodology that will be applied in the development of the module is basically ABP, and
English methodology as cognitive and meta-cognitive strategies which may help students develop an
independent learning. Some of the evaluation instruments such as mind maps, charts, oral presentations
will be applied in order to get critical thinking and students´ own conclusion according to each topic.
The level to be accomplished is that given by the pedagogical area which determines that students
will be able to create matrices for lesson plans according to the schools needs.
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4. BASIC INFORMATION OF THE MODULE:
CODE: FCHE-CI0505 PRE-REQUISITES:
 Integrated skills IV
COMPETENCE TYPE: Specific  Oral skills III
Become Pedagogically competent in lesson
planning and class observation and understand the
importance of the intrinsic learning process.
CO-REQUISITES:
SEMESTER:
CREDITS:  EFLT Methods and Approaches
FIFTH  Internet and Multimedia Resources
4  Educational Psychology I
 Research
TRAINING LEVEL: HOURS PER WEEK: In class 4
Bachelor of Arts Independently 4
(B.A)
TOTAL HOURS FOR THE SEMESTER: 64
TOTAL HOURS FOR INDEPENDENT WORK: 64
Professor’s name : Leonor Catalina Espin Padilla
Title and Academic degree: Lic. en Lingüística Aplicada a la Enseñanza de Ingles,
Maestría en Docencia Universitaria y Administración Educativa
Academic area according to global competence: Pedagogical Competence.
Office hours:
Contact telephone number : 084437012
E-mail address: kathyespin@yahoo.com/leonorcespinp@uta.edu.ec
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5. II. FORMATIVE ROUTE
General problem (node):
Lack of knowledge of methods, approaches, techniques, strategies for the English teaching and learning
process according to today’s situations.
Global competence: Pedagogical competence.
To develop pedagogical competence in order to internalize the major and minor teaching methods used
around the world for teaching English.
Specific Competence: Lesson Planning And Observation
EFL Methods and Approaches
Internet and Multimedia
Language Teaching strategies
Teaching Children
Elaboration of Teaching Materials
Language Assessment
Drama
Modules that are part of the specific competence.
Lesson Planning And Observation
Description of the specific competence.
Become Pedagogically competent in lesson planning and class observation and understand the importance
of the intrinsic learning process.
Elements of Specific Competence
1. Study the origins of language curriculum development.
2. Discuss the educative reality and its concordance with the current pedagogical model.
3. Determine the reasons for planning and development of a course
4. Point out the advantages and disadvantages of planning and order the steps for a lesson
plan
5. Design a curriculum with different course applications
Module research areas:
Ss might do some research on how to improve all types of planning, proposing new stages as well as new
strategies for successful classes. Student will work on the interdisciplinary project: ”La importancia de
incluir un factor cultural en la enseñanza de una lengua extranjera” keeping in mind a communicative
approach.
Community service related to the module:
Ss will prepare their own lesson plans, that they can implement when they work out in the community.
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7. III. FORMATION TRAINING METHODOLOGY
General didactic approach: Problem based learning PBL
Learning environment: Classroom, library
Competence element Cognitive contents Procedural contents Affective-motivational Didactic activities Time
(such as the specific contents
activities)
Element 1: * Curriculum Concept - Create concepts about the - Demonstrate critical -Decodable text
Study the origins of curriculum coherently thinking skills, and - Daily re-looping of
* Types of curriculum
language curriculum -read the sources of the develop an argument about previously learned material
development. *Curriculum policy curriculum cooperatively topics presented. -project and problem
-Identify the components and based learning
* Syllabus design
theories effectively -portfolio development
13H
*Needs Analysis
RESULT: pamphlet to summarize all theories to have a clear view of them.
Element 2: * Board of Ed. Curricular * Investigate the theories and - Participate giving - Cooperative learning
Discuss the educative Design: the pedagogical models suggestions and criticism - Cross-disciplinary
reality and its Philosophy, General thoroughly about the models teaching on themes
concordance with the Objective, Methodology *Elaborate summaries and project and problem based
current pedagogical Analysis brain maps correctly learning 13 H
The Ecuadorian *Comparison: 2003 and 2011 portfolio development
model.
curriculum 2011
RESULT: - Make a portfolio where Ss research on the current pedagogic model to debate about it and add ideas on how they could change it.
Element 3 *The course rationale *Characterize the components a *Show respect and interest -Brainstorming 13 H
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8. Determine the reasons *Choosing course content *Evaluate course books *Analyze, compare and - Collecting anonymous
for planning and and materials *Develop Spider grams of contrast theories student generated questions
development of a course learning styles appropriately project and problem based
*Planning the course learning
structure accurately portfolio development
RESULT: Create mind maps in order to summarize main ideas.
Element 4: * Draw spider grams neatly * Work in groups and - Explicit vocabulary
Point out the advantages *What´s Planning *Discuss different topics respect differences of building through random
and disadvantages of * Lesson Plans related to teaching opinions recurrent assessments
planning and order the * Unit plans * Create lesson plans carefully *Value and respect other project and problem based 13 H
steps for a lesson plan *Teach a class enthusiastically students’ works learning
portfolio development
RESULT: Present lesson plans for different English content
Element 5: * Bilingual schools *Analyze demographics *Value and respect other -Decodable text
Design a curriculum with * English for Specific *Outline the curriculum students’ ideas - Daily re-looping of
different course Purposes (ESP) courses *Develop and evaluate the * Infer ways of helping previously learned material
* Young Learners curriculum people learn new things project and problem based 12 H
applications
learning
FINAL RESULT: Interdisciplinary project, student portfolio, Present the curricular design
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9. IV. EVALUATION PLAN
EVALUATION SCALE
(Expected achievement levels)
9.0 to 10.0 Theoretical practical innovative level -Score- ( Very satisfactory)
8.0 to 8.9 Theoretical practical expert level – Score - ( Satisfactory)
7.0 to 7.9 Theoretical practical basic level – Score - ( Acceptable)
5.5 to 6.9 Theoretical advanced level (Critical analysis) – Fail
< 5.5 Theoretical basic level (Comprehension) - Fail
Specific Competence:
Become Pedagogically competent in lesson planning and class observation and understand the importance of the
intrinsic learning process.
ACHIEVE
MENT ELEMENTS ACHIEVEMENT INDICATORS
LEVEL
Study the origins of - Create concepts about the curriculum coherently
language curriculum -read about the sources of the curriculum cooperatively
1 development. -Identify the components and theories effectively
Demonstrate criticism and attitude of interest to argue about the
topics presented.
Discuss the educative - Investigate about the theories and the pedagogical models
reality and its willingly
2 concordance with the *Elaborate summaries and brain maps correctly
current pedagogical - Participate giving suggestions and criticism about the theories
model.
Determine the reasons Characterize the components accordingly
3 for planning and * Spider grams of styles
development of a Show respect and interest
course Analyze, compare and contrast theories
Point out the Draw spider grams neatly
advantages and *Discuss different topics related to teaching
4 disadvantages of *Create a lesson plan carefully
planning and order the *Teach a class enthusiastically
Work in groups and respect opinions
steps for a lesson plan
*Value and respect other students’ works
Design a curriculum *Execute strategies according to proficiency levels
with different course *Understand learning styles
5 applications *Find out what motivates students
*Value and respect other students’ ideas
* Infer ways of helping people learn new things
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10. V. EVALUATION PROCESS
Competence of emphasis to be developed through this module: Lesson Planning and Observation
Become Pedagogically competent in lesson planning and class observation and understand the importance of the
intrinsic learning process.
Elements of the module Diagnostic Evaluation Formative Evaluation Performance
evaluation
Result Indicator
Element 1: Pamphlet to Content
- Determine the level Create concepts about the Summarize 40%
Study the origins of of knowledge of Basic curriculum coherently all theories Group
language curriculum concepts of the -read about the sources of the to have a Work
development. Study the curriculum and curriculum cooperatively clear view of 20%
origins of language components -Identify the components and them. Presentati
theories effectively on20%
curriculum development.
Demonstrate criticism and Organizat
attitude of interest to argue ion 20%
about the topics presented.
Techniques and Teacher observation. Oral and written quizzes and Rubric for Rubric
instruments. tests. oral for
Oral presentations. presentations learning
Portfolios. logs
Learning logs.
Make a Oral
Element 2: Analyze the different Investigate about the theories portfolio presentati
types of reality and the pedagogical models where Ss on 20%
Discuss the educative concerning education willingly research on Content
reality and its *Elaborate summaries and the current 30%
concordance with the brain maps correctly pedagogic Presentati
current pedagogical - Participate giving model to on 20%
suggestions and criticism debate about Resource
model.
about the theories it and add s 20%
ideas on how Responsi
they could bility
change it. 10%
Techniques and Teacher observation. Oral and written quizzes and Rubric for Rubric
instruments. tests. oral for
Oral presentations. presentations learning
Portfolios. logs
Learning logs.
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11. - Distinguish the Characterize the components Create mind Organizat
Element 3: aspects related to accordingly maps in
ion 40%
language learning * Spider grams of style order to
Determine the reasons and teaching Show respect and interest summarize Summary
for planning and Analyze, compare and main ideas.
20%
development of a course contrast theories
Presentati
on 10%
Examples
30%
Techniques and Teacher observation. Oral and written quizzes and Rubric for Rubric
instruments. tests. oral for
Oral presentations. presentations learning
Portfolios. logs
Element 4: - Describe the Draw spider grams neatly Present Organizati
components of a *Discuss different topics lesson plans on 20%
Point out the advantages lesson plan and related to teaching for different
*Create a lesson plan English Activities4
and disadvantages of prepare one
planning and order the carefully content 0%
steps for a lesson plan *Teach a class enthusiastically Presentatio
Work in groups and respect
opinions n 20%
*Value and respect other Resources
students’ works 20%
Techniques and Teacher observation. Oral and written quizzes and Rubric for Rubric
instruments. tests. oral for
Oral presentations. presentations learning
Portfolios. logs
Learning logs.
Interdiscipli
Element 5: Adapt tasks to different nary project, Creativity
Design a curriculum with situations and levels *Execute strategies according student 40%
different course and share information. to proficiency levels portfolio, Presentati
applications *Find out what motivates reports to on 20%
students check Lesson
*Value and respect other students plans
students’ ideas progress 20%
* Infer ways of helping people Reflectio
learn new things n 20%
Techniques and Teacher observation. Oral and written quizzes and Rubric for Rubric
instruments. tests. oral for
Oral presentations. presentations learning
Portfolios. logs
Learning logs.
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12. VI. INSTRUCTIONAL GUIDELINES
Specific Competence: Curriculum Development
Become pedagogically competent in lesson planning and class observation and understand the importance of
the intrinsic learning process.
ELEMENTS INSTRUCTIONS RESOURCES RESULT
Element 1
Study the - Write definitions of the Internet - pamphlet to
origins of curriculum Sheets of paper summarize all
language - Exposition of extra material Books theories to have a
curriculum about the curriculum sources Computer clear view of them
development.
Element 2 Internet
Discuss the - Search information about Sheets of paper Make a portfolio
educative theories and pedagogical Books where Ss research
reality and its models Computer on the current
concordance - Analyze both levels pedagogic model to
debate about it and
with the current
add ideas on how
pedagogical they could change it.
model.
Element 3
Determine the - Look for information in Internet Create mind maps in
reasons for books and text related to Sheets of paper order to summarize
planning and education and analyse the Books main ideas
development of components of the curriculum. Computer
- Draw a mind map of the
a course
components and its importance
Element 4 Present lesson plans
Point out the Internet for different
advantages and - Work on unit plans. Sheets of paper English content
disadvantages - List the positive and negative Books
of planning and aspects of planning Computer
order the steps
for a lesson plan
Element 5
Design a -Analyze courses to prepare an Internet - Interdisciplinary
curriculum with appropriate curriculum Sheets of paper project, student
different course Books portfolio, reports to
applications Computer check students
progress
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13. VII. ANNEXES
1.-COMMENTED BIBLIOGRAPHY :
* Curriculum Devlopment in Language Teaching, Jack C. Richards,2007
*Planning Lessons and Courses, Tessa Woodward, 2001
*Fundamentos del currículo y teoría curricular, M.Sc. Gonzalo Hallo, FCHE
*Reforma Curricular, ME.
*Module: Lesson Planning and Observation (2010)
*TEFL, ESL, EFL articles
*Leyes y reglamentos de la Universidad Técnica de Ambato
This presented bibliography will let Ss to do extra home as well as campus research by having their own
course book which allow them to go further in their own learning process.
Reglamento del Sistema de Evaluación, Acreditación y Calificación por Competencias para la Promoción
en Ciclos Semestrales y Créditos de la Universidad Técnica de Ambato.
Esquema para un Diseño de Proyecto de Investigación o Trabajo de Grado.
Reglamento de Graduación para obtener el Título Terminal de Tercer Nivel de la Universidad Técnica de
Ambato
Reglamento del Régimen Académico del Sistema por Competencias para el Pregrado de la Universidad
Técnica de Ambato.
2.-ADDITIONAL RESOURCES
CD’s
Elaborated material
Video Cassette
Dictionary (CHICAGO Carlos Castillo & Otto Bond)
Internet
e-mail
blogs
Virtual classrooms
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14. APPROVAL OF THE FORMATIVE MODULE
Date prepared: September 2012
Lcda. Msc. Catalina Espin Padilla
UTA PROFESSOR
Date of approval:
Lic.Msc. Catalina Espin Padilla Dr. Msc. Maryorie Chimbo
Area Coordinator Program Coordinator
Module Evaluator Support for Module
Dr. Msc. Ramon Saltos
Faculty Sub-dean
Approval
Notes:
1. The Area Coordinator will sign the document once the module has been evaluated in the
Academic Area of Global Competence; therefore they are also responsible for this document.
2. The signature of the Program Coordinator serves as a support for the module created by the
members of the Academic Area.
3. The signature of the Sub-dean provides approval that the module fits with the other elements of
the curriculum.
Lcda. Msc. Catalina Espin
DOCENTE
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