PLANNING A LESSON

Luz Esmeralda Sisa Nobsa

May 7th 2016

Image by Ruben Alvarado)

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OBJECTIVE

To give participants some tips for them to organize content,

materials, time, instructional strategies and assistance in the

classroom when planning a lesson effectively.

Presentation Title Arial Bold 7 pt

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OUTCOME

At the end of this session participants

will plan a language lesson

previously delivered for children aged

5.

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AGENDAFirst Part  ( 2:00 to 4:00 p.m.)

Showing your expertise.

An effective language lesson features.

Using a rubric for assessment.

Break ( 4:15 to 4:40 p.m.)

Second Part ( 4:40 to 7:00)

Over to you: cheking and preparing your planning for a 15

minutes class.

Microteaching and Feedback.

LET’S REAREANGE

LEARNING OBJECTIVES

OUTCOMES

MATERIALS

LESSON CONTENT

ASSESSMENT

What do I want my students to

learn?

How will I check for

understanding?

What teaching and learning

activities will I use?

What do I use to engage students

into the contents?

What questions should I ask before starting to plan?

Learning ObjectivesA learning objective is an outcome statement that

captures specifically what knowledge, skills,

attitudes learners should be able to exhibit

following instruction.

Learning objectives should be “SMART”

Specific

Measurable/Observable

Attainable for target audience within

scheduled time and specified conditions

Relevant and results-oriented

Targeted to the learner and to the desired

level of learning.

LEARNING ACTIVITIES

The decision about which activity or

combination of activities to use

within a lesson depends on the

teacher’s beliefs about the relative

effectiveness of the different

activities for the type of learning

intended.

Learning Outcomes

Students will be able to …The activities not only must deliverthe appropriate intellectual experience for the learning to occur, but also facilitate the ease with which pupils can engage and remain engaged in this experience. the major part of the lesson may involve the main learning experiences, andthe ending may involve some review or general comments about the importance, relevance or quality of the learning that took place.

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Planning preparation Outline learning objectivesTo determine what you want students to learn and be able to do at the end of class. What is the topic of the lesson? What do I want students to learn? What do I want them to understand and be able to do at the end of class? What do I want them to take away from this particular lesson? Develop the introductionNow that you have your learning objectives in order of their importance, design the specific activities you will use to get students to understand and apply what they have learned. Plan the specific learning activities (the main body of the lesson)Prepare several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to catch the attention of more students and appeal to different learning styles. Plan to check for understandingNow that you have explained the topic and illustrated it with different examples, you need to check for student understanding – how will you know that students are learning? Think about specific questions you can ask students in order to check for understanding, write them down, and then paraphrase them so that you are prepared to ask the questions in different ways

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Develop a conclusion and a preview

Conclude the lesson not only by summarizing the main points, but also by previewing the next lesson. How does the topic relate to the one that’s coming? This preview will spur students’ interest and help them connect the different ideas within a larger context.

The importance of using a rubric for assessment

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How your microteaching will be evaluated

Category / levels Needs improvement Developing Accomplished

Less

on

Pla

nnin

g

Objective and outcome of the lesson

They are not clearly described or one is not coherent with the other

The objective is clear, the outcome is not so coherent with it.

clClear and coherent outcome with the lesson objectives, described in detail. The pupil is clearly informed what it’s expected from them.

Teaching- Learning Activities and purpose

- Another teacher cannot easily teach your lesson due to lack of detail and description -Activity is not age appropriate -Activity uses only worksheets or other means that is not hands-on/explorative

Detailed but not descriptive so another teacher can easily teach your lesson -Activity is somewhat age appropriate -Activity encourages some hand-on learning and/or exploration to learn the topic

- Detail and descriptive so another teacher can easily teach your lesson -Activity is age appropriate -Activity encourages hand-on learning and/or exploration to learn the topic - Coherent with the outcome and objective

Strategies to check student understanding

Activities do not align with the objective of the lesson so understanding of pupils is not possible.

Some of the activities allow for checking of pupils’ understanding.

Assessment and evaluation are clearly stated, the feedback given is effective and timely.

Less

on

Del

iver

y

Giving instructions and use of language

The instructions given are somewhat planned out and somewhat organized. Does not check for understanding of them.

The instructions are planned out and organized. Checks for understanding but not in an appropriate manner.

The instructions are well planned out and organized. Checks understanding of instructions all the time.

Applying theory studied (Motivation strategies - class management- communicative grammar)

Does not seem to understand the topics very well.

Shows a good understanding of some of the topics..

Shows a full understanding of all the topics.