How Do I Know What You Are Planning Even if I Do Not Know Where Its Going Especially Then
More almost the perfect lesson planning
Lesson planning is a meaning element of the teaching-learning system. It helps teachers to create a logical sequence of stages and activities to attain the learning objectives, think over better timing for activities, reverberate on the lesson and and so on. A lot of teachers wonder how to create an effective lesson program, what stages information technology should include, how to gear up articulate lesson goals, the list goes on.
Skyteach invited Mihaela Dascalu to conduct a webinar «The Perfect Lesson Plan «. Mihaela shared her knowledge on the all-time strategies of lesson planning and principal components of a lesson plan, talked virtually the departure between lesson aims and learning outcomes, writing clear and measurable learning outcomes. Below you'll find the answers to the questions the speaker didn't have time to reply during the webinar.
Practice y'all think a 25min lesson can be productive? Nosotros spend 5 min for administrative issues, 5 min for warm upwards, results of the lesson — five min. Then only10 min for main activeness.
I presume that a 25-minute lesson is for very young learners, whose attention span is very express. I confess I take never taught such a short lesson. Maybe I have wrongly assumed that the about common classroom fourth dimension is fifty minutes minimum.
For the main activity, ten minutes tin can exist enough, depending on what you want to do, but a lesson cannot exist made of 1 action. There should be a number of 2 or three activities that build up into the main/productive activity, which, if not finished in form, can exist taken domicile equally homework. Only once more, it depends.
For a 25-infinitesimal lesson, the admin stuff should be kept to a minimum or ignored if possible (simply notice and do it right before class or after class). The warm up could be just questions 'How are yous today?' and go into a lead in activity to introduce the students to the new topic. For very young learners a vocabulary building action and a game with that vocabulary equally the principal 'product' action seems enough.
When is the all-time time to create a lesson plan: while creating a term program or just before the lesson?
Although I do know that the policies of some schools require that the teachers present their lesson plans for a month in advance at least, this seems a non-sense to me. You lot can prepare your lessons a week in advance or the twenty-four hour period before the lesson. If you are an experienced teacher and saved some lessons that worked well before, you just need to modify the plan to fit your new group of students (the class profile volition assist y'all make these adjustments).
In a term, yous do know how many classes you have. After you have studied the curriculum objectives and the syllabus for that class, y'all need to create a framework of work. So now that y'all accept the whole form objectives and the number of form hours, y'all demand to allocate one class for 'getting to know your students', for diagnostic testing to find out the language needs of your students (this will go in the class profile), mid-course testing/assessment if necessary, and final class or classes for exams, and the rest goes to class teaching the material.
You plan only the topics and the aims. Yous tin can even sketch a plan for each, but non detailed lesson plans, because you practice not know what is going to happen in the reality of the class. Leave the writing of full lesson plans till you are closer to the lessons themselves but at least you have a framework to work from.
How tin can I understand that the plan was a success from educatee's feedback?
It is NOT the plan that is successful but the lesson you taught guided by that plan. Skilful indicators might include the smiles the students give you at the end of the course, the fact that some may want to conversation with y'all about the lesson at the terminate, that they may leave the classroom chatting in English, or by formally giving them a check-out card ii minutes earlier the bell rings where they have to write one activity they enjoyed, and one activity that was not useful. Naturally, these will be anonymous and yous will collect them from each student leaving the classroom.
Is information technology ameliorate to have a lesson plan every lesson printed or in my mind?
It can exist printed, handwritten as a full plan or in the grade of notes with each activeness and its timing but most chiefly, write the learning objectives of that lesson not to lose sight of what you want your students to learn in that lesson. Yes, the students might achieve them all or non, but these are the cherry flags that drive your lesson and will assistance you reflect on your lesson after information technology is done.
Should I prepare a lesson plan (like you introduced in the webinar) every lesson?
If y'all are a beginner instructor, I would strongly recommend that you write total lesson plans even though they take time. This total lesson plan is a deep-thinking procedure, but it is well worth it. Afterwards yous become used to it, you practice non need to write equally much because you will get accustomed to this menses of thinking well-nigh your lessons. The teacher's aim and the learning objectives will withal have to be written down…and even on the board for your students so that they too can encounter where you are going and the reasons behind the activities you lot are doing with them.
Should we cheque homework before warm-up?
If you gave them homework, yes.
How much time practice we accept to check the previous homework?
It all depends on the blazon of homework that you accept given them. The fourth dimension for checking homework is up to y'all. Exercise not spend a lot of time doing it. If information technology is a written piece, just collect and right them subsequently class or and during class if your students are engaged in independent activities that exercise not crave your immediate command (naturally, still keep an eye on them).
Is it possible (and wise) to set homework at the kickoff of a lesson?
I have never tried myself and I cannot imagine it done this style. I retrieve if you do this, some students might call up merely of it and will try to start doing it during your class to avoid working at home, and this tin be very disruptive.
What do y'all practice if the time allotted for the speaking activity (eastward.g. discussion) has run out, but the students haven't finished the activeness and feel like speaking on?
This is a classroom management event. That is why we need to limit the students' fourth dimension for doing an activity. This fourth dimension limit has to be set when yous give them the instructions. Just permit a reasonable and realistic amount of fourth dimension for a speaking activity (in groups or pairs). The students need to know how long they take, and you can even ask them again when you check instructions: 'How much fourth dimension exercise you accept?' Tell them that they volition not be granted extra time. This will keep them focused and on track. You merely need to be quite strict. Well, if something really interesting comes upwardly, so allow them a little more than time to cease if y'all take that fourth dimension.
How to measure your fourth dimension on activities, especially with large groups?
This comes with experience and knowledge of your group of students. Try setting i time limit for a type of action and if it works well you can allow the same corporeality of fourth dimension again when y'all have the aforementioned type of action. It is just trial-and-error based on your knowledge of the group. After a few attempts, yous will time your activities better.
Which part of the lesson planning can be the virtually fourth dimension-consuming?
Proficient question. For me, it is the writing of the SMART learning objectives because it takes a lot of thinking based on knowledge of the group, the aims of the lesson taken from the official curriculum, the instruction aids I have bachelor, and the amount of fourth dimension I have.
I forgot to mention this during the webinar: the learning objectives should be S.M.A.R.T., i.e. Specific, Measurable, Achievable (in the time-frame we take at our disposal), Relevant, and Time-bound.
Choosing the right activities leading to the final productive/creative activity could be time-consuming for a novice teacher. The coursebooks are ordinarily helpful because you have everything in that location unless you decide that some coursebook activities are boring, not that useful to achieve one learning objective or another, or non quite relevant for your students, in which example you lot demand to look for something else and this may accept some time.
How long does it take you to write a lesson plan like this (like presented in the webinar)?
It takes me between an hour or two if I build a lesson from scratch, i.e. when I practise not follow a coursebook. I echo, it takes some time in the beginning when you are not used to information technology only when yous go familiar with the thinking processes behind information technology, it does not take more than half an 60 minutes. I am non counting hither the time to exercise photocopies or write your own chore-sheets or handouts.
If a educatee has some questions not connected with this particular aim of the lesson ( maybe he doesn't sympathize something and it tin can brand bug in the futurity) is it possible to answer them to brand it clear and so go back to the programme?
It depends on the question. If you can respond apace only to that pupil, yeah, of course, go back to your plan. In case there are more students who take the aforementioned question and they need extended explanations that are really important because, otherwise, you will not be able to continue your lesson, then cease everything, explicate/clarify/elicit from other students and effort to move on. Sometimes, these situations can become LEARNING OPPORTUNITIES, and these y'all cannot plan. They merely happen so do non ignore them. Exit the plan aside and deal with what the students demand at that moment. (You demand to use your knowledge of the group and your intuition to see if that is a genuine learning need and not a 'trap' set by your students to throw you off track.)
May the teacher employ communicative games for reflection?
The reflections that I was talking about in the webinar is the instructor's post-lesson self-reflection to see what went well, what did not and why, and how they can meliorate his/her teaching past choosing new personal aims.
If you want, y'all can accept your students reflect on their own learning at the finish of the lesson and this reflection can be done as a chatty pair or group activity. The teacher could use the results of this kind of activity for his/her own mail service-lesson reflections in combination with self-reflection on the lesson.
To do this, the students accept to be trained and to be quite responsible and serious, even though it tin can be quite fun. Preparation the students to exist reflective learners can be a topic for another webinar. This topic is quite helpful, given the fact that we live in such a fast-paced world that didactics the students to exist independent and responsible learners with developed critical thinking skills has become a necessity.
How to bank check if you have succeeded with your plan?
We bank check if the lesson was successful or to what extent it was successful. Yes, it was based on a plan. Have the students accomplished the learning objectives? If you wrote them on the board at the commencement of your lesson and, with your students, ticked them 1 by 1 as washed, you lot can say…and the students can say that the lesson was successful.
Now, permit's say you have accomplished them all. Look back to your lesson plan and ask yourself: have I used all the activities planned? Have I used the time finer for each activity? What has deterred me from doing i of the activities that I planned? I did not become to practise it, but was it of import? Did it stop the flow of learning? …..and the like. If yous managed to do all the carefully planned activities, achieved the learning objectives, you experience good within and the students left your class satisfied, then your lesson was peachy and the plan worked.
Is it possible for a lesson to be effective without getting feedback from your students?
At the end of each activeness, nosotros need to organize feedback. The purpose is for the students to check if what they did was correct, to right themselves, to know if they did well or partly well, to have a feeling that that action is done and another one is following. Without this feedback at the stop of each activity, I do non think the lesson would exist so effective as a whole.
If you refer to getting feedback from the students at the end of the lesson and then that you can have some idea of how this lesson was perceived by the students, then this is only optional. If you demand the students' assessment of your ain lesson, then exercise it, but carefully. Not all the students are honest.
Every bit for you giving general feedback to your students at the end of the lesson, this needs to be done. It is part of closing a lesson on a positive note, stressing the positive and telling the students what they need to be more than conscientious next fourth dimension. Appreciate their effort and dedication during the lesson. Information technology helps build rapport.only only if they deserve praise. Never requite praise when it is not deserved, merely give encouragement.
What is better … PPP or TTT?
There is no comparing between them. They have different purposes and they are used with students of different ages, levels, and language needs. Also, there are other means/approaches/methods of sequencing lessons. What almost the Task-based approach? What about teaching listening or reading skills? These do non autumn under PPP or TTT. Nosotros use more than eclectic approaches and it all depends on who, why, what we teach. As teachers, we demand to know different ways of staging the lessons, utilise them every bit prescribed or combine them. Practise not experience conscripted past one model or another or past fashions. Let'due south apply our disquisitional thinking skills, the cognition virtually our students in front of the states, the cognition of the subject we are educational activity, and keep an open up mind to everything that is 'sold' to u.s.a.. Notice the students, react to their needs, exist homo, program your lessons carefully with your students in mind, visualize yourself instruction them, and be yourself, real, genuine. Practice non think that you have to exist someone you are not.
What should I plan to make certain to increment STT if there is a grouping of students?
This is a question for a workshop on classroom direction or how to teach speaking.
Plan for pair work, and group work, but the main principle is to do anything you lot can as a teacher to increment students' confidence when speaking English, mainly the shy ones: teach vocabulary and do lots of vocabulary activities and games, strengthen their grammar, encourage them, and so on. This topic is quite large and it needs a workshop defended to information technology.
If you have any further questions regarding lesson planning, feel free to ask on our forum.
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Source: https://skyteach.ru/2020/08/06/more-about-the-perfect-lesson-planning/
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