Educ 1724 lesson planning

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Information about Educ 1724 lesson planning

Published on February 27, 2014

Author: cynhatch33


EDUC 1724: Lesson Planning American Culture & Language Institute, TESOL Certificate Program Northern Virginia Community College

Overview • • • • • • Lesson Objectives TBLT vs. PPP Lesson Planning Lesson Phases Assessment Lesson Plan Samples Evaluation Lesson Plan Presentation

Reflection • What makes a good lesson or a bad lesson? • What aspects of lesson planning are the most daunting?

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)

Lesson Planning Considerations • Teaching methodology (TBLT vs. PPP) • Learner needs • Objectives • • • • • Learner involvement Materials Activities Flexibility Assessment

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.

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.

Task-Based Language Teaching

PPP Language Teaching

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

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.

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.

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)

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

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

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.

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.”

Presentation/Pre-Task Phase (cont.) • Gives students a framework/rules to refer to during practice activities. • Use a model or diagram.

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

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

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

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).

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

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.

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.”

Time Management (cont.) • Allow for: – Transition time & moving into groups – Summarizing what’s been covered in class – Wrap-up and homework phase

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.

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.

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: –

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