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Reflecting on Lesson Planning

Reflecting on Lesson Planning. Lynn W Zimmerman, PhD English Language Fellow Elbasan , Albania. Who Am I?. North Carolina. Little Women. 38. Australia. pizza. reading. ELF. 0. blue. September. Ground Rules.

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Reflecting on Lesson Planning

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  1. Reflecting on Lesson Planning Lynn W Zimmerman, PhD English Language Fellow Elbasan, Albania

  2. Who Am I? North Carolina Little Women 38 Australia pizza reading ELF 0 blue September

  3. Ground Rules • What are some ground (basic) rules in your classroom? Rules you expect students to follow? • How do you establish these rules? • What are the consequences when students don’t follow them?

  4. What is a Lesson Plan? • A framework for planning a lesson • Lays out stages of the lesson • Focuses purpose of the lesson

  5. One Size Fits All? • In pairs/groups of 3 • What kind of lesson plan format do you use? • Do you write out your plans? • How do you decide what content and skills to include? • How do you decide what strategies to use? • How do you decide what to assess and how to assess it?

  6. Basic Lesson Planning • Presentation • A new language item (target language) is introduced in a meaningful context. • Related rules regarding form, use, and pronunciation are highlighted. • Practice • Students complete some receptive and productive activities to practice the target language in isolation, with a focus on accuracy. • Production • Students take part in activities such as role plays, which aim to encourage free production of the TL with a focus on fluency.

  7. Madeline Hunter's Lesson Plan Format • Stage 1: Getting Students Set to Learn • Step 1: Review  • Step 2: Anticipatory Set • Step 3: Objective   • Step 4: Input and Modeling  • Stage 2:Checking for understanding • Step 5: Checking Understanding • Step 6: Guided Practice  • Stage 3: Independent practice • Step 7: Independent Practice

  8. ERR Framework • Evocation • Learners are motivated to retrieve prior knowledge • Identify where there are misunderstandings or confusion • Realization of Meaning • New information is presented in an active way • Students learn new information in relation to what they already know • Cooperative learning often used • Reflection • Summarizing the new content by the learners • Using their own words to express what they have learned • Applying what they have learned to realistic problems or to complete realistic tasks

  9. Objectives v. Competencies • What learners need to be able to do to accomplish a task • basic survival skills • answering personal information questions • using public transportation • obtaining food and shelter • academic or work-related skills • taking notes during an academic lecture • following directions for a work-related task • explaining one's position on an issue • distinguishing between fact/opinion in a newspaper article

  10. Competency Based English (CBE) Approach • assessment of learner needs • needs analysis  • ongoing evaluation of learner goals and progress • selection of competencies based on those needs • competencies (tasks) that the students will need to accomplish • instruction targeted to those competencies • activities that will teach the students how to accomplish those competencies (tasks) • evaluation of learners performance in those competencies • students evaluated on ability to perform those tasks

  11. Pre-Reading Activity • In pairs/groups of 3: • Talk about the street where you lived growing up. • What was it like then? • How has it changed? • How do you feel about those changes? • Do you remember a story about something you experienced in your childhood that connects to that street? • What is the story about?

  12. First Reading • Read first two paragraphs ONLY • In pairs/groups • talk about the environment described in the text concentrating on your images about the place, about the weather, about your feelings and sensual perception they could experience: • What could you see? • Describe the street. What does it look like? • What colors do you see? • What could you hear? What sounds, voices? • What could you smell? • What could you feel on your hands, cheeks?

  13. Second Pre-Reading Activity • Try to predict how the story will continue.

  14. Practice • In pairs/groups of 3: • read the last four paragraphs on the separate pieces of paper. • arrange the paragraphs in a logical sequence

  15. Discussion • How did you put it together? • Is there only one possibility of how to put the pieces together?

  16. Lesson Reflection • How do you see the different stages of this lesson fitting into your lesson planning framework? • What competencies do you think this lesson is aiming for? • How could the lesson be strengthened? • How would you change it? • How would you assess it?

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