4034355
Description
Mind Map by AdaNathalie Sanchez, updated more than 1 year ago
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Created by AdaNathalie Sanchez
over 6 years ago
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Lesson Planning
- 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
Annotations:
- All kind of out-of-class problems
- interruptions from a visitor
- Provide a structure for a lesson
- So that lesson runs smoothly
- 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
- backgrounds, interests, learning styles, and abilities
- Anticipate/Resolve
problems and difficulties
- HOW students will
move toward attaining
specific objectives
- Evaluate
- During
- difficult for beginning teachers because they
may not have the necessary experience to
recognize that things are going badly.
- 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
- Make Decision for
the successful
outcome of a lesson
- During
- Daily Lesson Plan
- Yearly
- listing the objectives
for a particular
program.
- listing the objectives
for a particular
program.
- Unit
- Unit Plan: series of
related lessons
around a specific
theme such as “The
Universe.”
- Unit Plan: series of
related lessons
around a specific
theme such as “The
Universe.”
- Weekly
- Term
- 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
- feel more confident
- External Reasons
- Satisfy the expectations of the principal or
supervisor
- guide a substitute teacher to take over a class
- Guide a preservice teacher
Annotations:
- Entiéndase docente en formación
- Classroom atmosphere can be impredictable
- Satisfy the expectations of the principal or
supervisor
- For every lesson?
- 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
- (1) specify objectives;
- Yinger (1980)
- 1st Stage =>problem conception”??
Annotations:
- 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
- 1st Stage =>problem conception”??
- Tyler’s (1949) rational-linear framework
- 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
- Bloom's Taxonomy
- “describe what students will be able to
do in terms of observable behavior and
when using the foreign language”
- 1.2 decide the activities and procedures
- hinking through the purposes and structures of the activities
- hinking through the purposes and structures of the activities
- 1.1. Write Clear objetives
- 2. Implementing the Plan
- Teacher needs to deviatesfrom the
plan (two reasons)
- lesson is not succeeding,
Annotations:
- when the lesson is obviously going badly and the plan is not helping to produce the desired outcome
- “Further the lesson.??
Annotations:
- Teachers make a procedural change during the lesson as a means of promoting the progress of the lesson.
- “Accommodate students’
learning styles.”
Annotations:
- in order to accommodate their students’ learning styles if the original plan has not accounted for them. (5)
- (6) “Distribute the wealth.”
Annotations:
- 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
Annotations:
- because one student raised an issue that the teacher perceives to be relevant for the other students.
- “Teach to the moment.”
Annotations:
- discuss some unplanned event because the teacher thinks it is timely for the class.
- (5) “Promote students’ involvement.”
Annotations:
- Teachers sometimes eliminate some steps in their lesson plans in order to have more student involvement, especially if the students are not responding
- “Serve the common good
- lesson is not succeeding,
- Deal with
- Lesson Variety
- keep the class lively and interested
- change the tempo of activities from fast-moving to slow.
- change the class organization
Annotations:
- giving individual tasks, pair work, group work, or full class interaction. the quieter activities before lively ones
- vary level of difficulty,of activities
Annotations:
- harder activities and tasks be placed earlier in the lesson
- change the tempo of activities from fast-moving to slow.
- keep the class lively and interested
- Lesson Pacing
- Lesson Variety
- Teacher needs to deviatesfrom the
plan (two reasons)
- 3. Evaluating the plan
- 1. Developing the Plan