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Lesson Planning and Writing Objectives

Lesson Planning and Writing Objectives. Agenda. -Introduction to lesson planning Look at long-term planning Look at individual lesson planning How to Structure a Lesson Different planning formats Writing Objectives Using Bloom’s Taxonomy Application: Writing a lesson plan.

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Lesson Planning and Writing Objectives

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  1. Lesson Planning and Writing Objectives B. Miller 2007

  2. Agenda -Introduction to lesson planning • Look at long-term planning • Look at individual lesson planning • How to Structure a Lesson • Different planning formats • Writing Objectives • Using Bloom’s Taxonomy • Application: Writing a lesson plan B. Miller 2007

  3. Warm-Up:Find Someone Who Write the name of the class member for whom the following is true. Each name may be used only once. • ____ uses a lesson plan with a particular format • ____ lesson plans a week in advance. • ____ plans her lesson backwards • ____ never writes down his objectives • ____ types his lesson plan • ____ writes his lesson plan in pencil or pen • ____ writes follow-up notes on the lesson plan • ____ writes his objectives on the plan • ___ gives a copy of the course syllabus to the students B. Miller 2007

  4. Long Term Planning Analyze: Two Long Term Plans • Which teacher organizes according to the text book? • Which teacher organizes around skills? • Which do you prefer? Why? • Why should a teacher make long term plans? • How far ahead do you plan? B. Miller 2007

  5. Individual Lesson Planning EVALUATE A LESSON PLAN: • This lesson plan includes a lot of background details. • Do you make lesson plans as detailed as this? • How useful is it to include so much information? • Is there unnecessary information? • Is this lesson plan missing information? B. Miller 2007

  6. Individual Lesson Planning REFLECT: • How much time do you usually spend planning lessons? • When do you plan (a week ahead, the night before? • Where do you write your lesson plan (slip of paper, in a notebook etc…)? • What do you include in your lesson plan? • How closely do you follow it? • What is the purpose of lesson planning? • Who uses your lesson plan? B. Miller 2007

  7. Structure of the Lesson Which structural aspects of the lesson should a teacher consider when planning? -Opening(How a lesson begins) -Sequencing (How a lesson is divided into segments and how the segments relate to each other). -Pacing (How a sense of movement and timing is achieved within the lesson). -Closure (How a lesson is brought to an end) (Richards and Lockhart, 1996) B. Miller 2007

  8. Structure of the Lesson OPENINGS Some purposes for lesson beginnings. -Help learners relate the current lesson to the last lesson. -Assess relevant knowledge. -Establish “set” in learners (prepare them for what they’re going to learn). -Allow for students to adjust (warm – up) to the class or English. -Reduce the disruption caused by late arriving students. (Richards and Lockhart, 1996) B. Miller 2007

  9. Structure of the Lesson Some strategies for maintaining momentum or “PACING”: • Avoid lengthy explanations or instructions to allow students more active working time. • Using a variety of activities rather than just one. • Avoid predictable and repetitive activities. • Selecting activities at the appropriate difficulty level. • Setting a goal and a time limit for activities. • Monitoring student performance to ensure that they have adequate but not too much time to complete the activities. (Richards and Lockhart, 1996) B. Miller 2007

  10. Structure of the Lesson Some strategies for CLOSING a lesson: • Summarizing what has been covered in the lesson. • Reviewing key points of the lesson. • Relating the lesson to course or lesson goals. • Pointing out links between the lesson and previous lessons. • Showing how the lesson relates to students’ real world needs. • Making links to a forth-coming lesson. • Praising students for what they have accomplished during the lesson. (Richards and Lockhart, 1996) B. Miller 2007

  11. Structure of the Lesson TASK: In pairs • What are some activities that you use at each of these stages? Opening Teaching Phase Evaluation Closing • Brainstorm a list. B. Miller 2007

  12. Lesson Plan Formats B. Miller 2007

  13. Lesson Plan Formats • Which format do you prefer? Why? • What do these formats have in common? • What do you think are the essential components of a lesson plan? B. Miller 2007

  14. Break! B. Miller 2007

  15. Lesson Aims • How do you decide which activities to implement with your students? • How do you know if your students have learned the material? • Do you normally specify the aims of your lesson? B. Miller 2007

  16. Evaluating Objectives • Which of the following objectives are the most specific? • Which of the following objectives describe student behavior? • Which of the following objectives are measurable? B. Miller 2007

  17. Evaluating Objectives • To practice reading • To present and practice the present continuous for future arrangements. • To make excuses. • To help students to refuse invitations appropriately and confidently by referring to their arrangements using the present continuous. • To help students to become more confident about their listening skills by demonstrating to them that they can infer and pick out key information from a text, much of which they can’t understand. • To describe their daily routines using some common verbs in the simple present (first person). • To develop a better class atmosphere by encouraging students’ interest in each other’s lives. • To develop students’ listening skills (listening to the teacher talking naturally). • To sensitize students to rhythm and weakening of syllable values, and to encourage them to attend to this in oral production. (Parrot, 1993) B. Miller 2007

  18. Bloom’s Taxonomy of Educational Objectives Synthesis --------------------- Evaluation ---------------------------- Analysis ---------------------------------------- Application -------------------------------------------------- Comprehension ------------------------------------------------- Knowledge B. Miller 2007

  19. Tasks according to level of thinking

  20. How is Bloom’s Taxonomy going to help you as a teacher? • Teachers need to be aware of what level tasks they are assigning in order to: • test fairly • help students progress from simple to more complex tasks as the material becomes more familiar • make tasks of varied levels with the same topic (to “recycle” the curriculum) as well as for the mixed levels in the class • Teachers can use it to design lessons with specific objectives that are evaluated using corresponding tasks. B. Miller 2007

  21. Lesson Planning Considerations • First think of your objectives • Think how you will measure them (which activity will indicate whether your objectives were met or not) • What materials will you use to teach to your objectives? • Think of how you can conduct your lesson with maximum student activity and minimum teacher explanation. • Devise a variety of practice activities (ranging from controlled to free) for the allotted class time. • Think through how long each activity will take. • How will you connect the current lesson to previous learning? • How will you warm-up (energize and motivate) the students? • How will you close the lesson? • What activity will you prepare in case some/all the students finish early? • Make a checklist of the necessary materials and equipment. B. Miller 2007

  22. Application In pairs:Write a plan for a lesson focusing on some aspect of oral proficiency. 1. Write specific, measurable objectives 2. Design an evaluation task (formal or informal) 3. Create a lesson plan which details what you will do at the specific stages of the lesson. Be prepared to defend your decisions. B. Miller 2007

  23. Evaluation • Does the lesson plan include: • Specific, Measurable Objectives? • Does it meet them? • How do you know? • Is it realistic? B. Miller 2007

  24. What did you LEARN? Thanks for your participation. B. Miller 2007

  25. References and Resources • Brown, H.D.(2001). Teaching By Principles (2nd ed.). White Plains, NY:Longman. • Harmer, Jeremy. (2001). The Practice of English Language Teaching. (3rd ed.). New York, NY: Cambridge University Press. • Parrot, Martin. (1993) Tasks for Language Teachers. New York, NY: Cambridge University Press. • Richards, J. and Lockhart. (1996) .Reflective Teaching in Second Language Classrooms. New York, NY:Cambridge University Press • Woodward, Tessa. (2001) .Planning Lessons and Courses. New York, NY:Cambridge University Press Web Resources • “The Lesson Plan Builder” Writing Lesson plans published by OTAN. Retrieved from http://www.adultedlessons.org/login.cfm?fuseaction=aboutlp on Dec. 19th, 2006. • “Some Basic Lesson Presentation Elements” An Outline of Direct Instruction from Humboldt University. Retrieved from http://www.humboldt.edu/~tha1/hunter-eei.html#direct on Dec. 19th, 2006. B. Miller 2007

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