Lesson Planning

Lesson Planning

1. Daily

   • Daily Lesson Plan
     • HOW students will move toward attaining specific objectives
     • It describes the teaching behavior that will result in student learning
     • think about the lesson in advance
       • Anticipate/Resolve problems and difficulties
         • interruptions from a visitor
           • All kind of out-of-class problems
       • Provide a structure for a lesson
         • So that lesson runs smoothly
       • Provide a ‘map’ for the teacher to follow
       • Provide a record of what has been taught
       • as for example: content, materials, sequencing,timing, and activities.
       • Benefits Students
         • backgrounds, interests, learning styles, and abilities
   • Evaluate
     • During
       • difficult for beginning teachers because they may not have the necessary experience to recognize that things are going badly.
     • After
     • In Order to
       • Make Decision for the successful outcome of a lesson

2. Yearly

   • listing the objectives for a particular program.

3. Unit

   • Unit Plan: series of related lessons around a specific theme such as “The Universe.”

4. Weekly

5. Term

6. Why Plan?

   • For every lesson?
   • Write it down or inside my head?
   • Internal Reasons
     • feel more confident
     • learn the subject matter better
     • to be in control before the lesson begins
   • External Reasons
     • Satisfy the expectations of the principal or supervisor
     • guide a substitute teacher to take over a class
     • Guide a preservice teacher
       • Entiéndase docente en formación
     • Classroom atmosphere can be impredictable

7. Models on Lesson Planing

   • Tyler’s (1949) rational-linear framework
     • (1) specify objectives;
     • (2) select learning activities
     • (3) organize learning activities
     • (4) specify methods of evaluation
     • Still being used
   • Yinger (1980)
     • 1st Stage =>problem conception”??
       • a discovery cycle of the integration of the teacher’s goals, knowledge, and experience
     • 2nd Stage=> problem formulated and a solution achieved
     • 3er Stage=> implementing the plan along with its evaluation
     • Iterative /Routine

8. How to Plan a Lesson

   • 1. Developing the Plan
     • 1.1. Write Clear objetives
       • “describe what students will be able to do in terms of observable behavior and when using the foreign language”
       • Use action verbs
         • Bloom's Taxonomy
         • Avoid : Understand, appreciate, enjoy, learn
     • 1.2 decide the activities and procedures
       • hinking through the purposes and structures of the activities
   • 2. Implementing the Plan
     • Teacher needs to deviatesfrom the plan (two reasons)
       • lesson is not succeeding,
         • when the lesson is obviously going badly and the plan is not helping to produce the desired outcome
         • “Further the lesson.??
           • Teachers make a procedural change during the lesson as a means of promoting the progress of the lesson.
         • “Accommodate students’ learning styles.”
           • in order to accommodate their students’ learning styles if the original plan has not accounted for them. (5)
         • (6) “Distribute the wealth.”
           • encourage quiet students to participate more and to keep the more active students from dominating the class time
       • Something happens Improvisation is needed
         • “Serve the common good
           • because one student raised an issue that the teacher perceives to be relevant for the other students.
         • “Teach to the moment.”
           • discuss some unplanned event because the teacher thinks it is timely for the class.
         • (5) “Promote students’ involvement.”
           • Teachers sometimes eliminate some steps in their lesson plans in order to have more student involvement, especially if the students are not responding
     • Deal with
       • Lesson Variety
         • keep the class lively and interested
           • change the tempo of activities from fast-moving to slow.
           • change the class organization
             • giving individual tasks, pair work, group work, or full class interaction. the quieter activities before lively ones
           • vary level of difficulty,of activities
             • harder activities and tasks be placed earlier in the lesson
       • Lesson Pacing
   • 3. Evaluating the plan

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