Lesson Planning

Lesson Planning

1. 1. Lesson plan and Frameworks

   • Lesson plan general informaton
     • Refers to the achievements to be realized and the specific means by which these are to be attained as a result of the activities engaged in day-by-day under the guidance of the teacher.
     • Whether you want a good lesson, your lesson plan ought to be flexible.
     • Lesson plans allow professors to create learning objectives, organize and deliver course content, and plan and prepare learning activities and materials.
     • A lesson plan must be created by thinking about what we want learners to achieve.
   • Lesson Frameworks
     • TEFL Horizons
       • Each framework is essentially an outline
     • UDL
       • Analyze the classroom profile and choose a curriculum
     • Bloom’s Taxonomy
       • To remember, to understand, to apply, to analyze, to evaluate, and to create.
     • ESA
       • Engage, Study, Activate
     • DoK
       • Students express the depth and extent of the learning.
     • Fink’s Taxonomy
       • Taxonomy of Significant Learning
     • Backwards Design Process
       • Effective Learning Objectives , Assessments, Learning Strategies / Activities
     • TCSD Educators' roles
       • Designing, facilitating, and evaluating learning by using evaluation data to inform teaching and ensure individual student progress.
     • PPP
       • Presentation - Practice - Production
     • ISTE Standards
       • Innovation in education
     • Accelerated Learning Cycle
       • Active engagement through multi-sensory learning
     • ICD
       • Integrated Course Design
         • Learner-centered
     • CLIL
       • Content-driven and language integrated into the learning
     • TATE
       • Combines Task Based Language Teaching (TBLT) and Task Supported Language Teaching (TSLT)
     • TTT
       • Students first complete an assignment without the help of the teacher.
     • CAP
       • Context, Analysis, Practice
     • 5Es
       • Engage, Explore, Explain, Elaborate, Evaluate
     • TBLT a task-based language learning approach
     • Receptive Skills
       • . Pre-reading/listening, while reading/listening and the post-reading/listening .
   • Why planing a lesson is important?
     • Without a planning= Chaotic classrooms
   • The perfect Lesson
     • How to adapt and apply a lesson framework according to the needs of their students.
       • There is not a thing such as a perfect lesson plan, each is unique.

2. 2. Curriculum

   • What is Curriculum?
     • The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals.
     • Is a document which purpose is to develop the units of planning unfolding the curriculum
   • Levels of Concretion
     • 1. Macro
       • Prepared by a group of experts
       • It is the high level planning that determines the educational guidelines of a country
       • Includes the policies genetared by the National Educational Authority
       • Prescriptive and Mandatory
     • 2. Meso
       • Done by authorities and teachers of institutions
       • It's Flexible
       • Includes:
         • PCI
           • Planificación Curricular Institucional
         • PCA
           • Planificación Curricular Anual
     • 3. Micro
       • Made by each teacher
         • It's felxible
       • Responds to the needs and interests of students.
         • Curricular adaptations
       • Includes
         • Lesson Plan
           • Individual lesson
         • Unit Plan
           • Many lessons
         • Syllabus
           • CIS
   • Elements of Curriculum
     • Aims
     • Objectives
     • Contents
     • Methodology
     • Resources
     • Evaluation

3. 3. Three-Step Activity

   • Teaching as a three-step activity
     • Teaching may be thought of as a three-step activity.
   • First Step
     • Activities – planning and preparation – required before teaching a class;
       • Long term Planning
   • Second Step
     • Activities in the classroom – classroom management, teaching, learning. Mid term planning
   • Third Step
     • Activities that take place after the lesson. Sort term Planning
       • Before class
         • What activities will provide students with the knowledge and skills needed to prepare for in-class engagement?
       • During Class
         • What learning experience will make the most of face-to-face time?
       • After Class
         • What post-class activities will allow students to reflect on what and how they have learned?

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