How Do You Know What Class to Import

March 16, 2022 Post a Comment

More about the perfect lesson planning

Lesson planning is a significant element of the didactics-learning system. It helps teachers to create a logical sequence of stages and activities to accomplish the learning objectives, recollect 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 it should include, how to prepare clear lesson goals, the list goes on.

Skyteach invited Mihaela Dascalu to conduct a webinar «The Perfect Lesson Plan «. Mihaela shared her noesis on the all-time strategies of lesson planning and main components of a lesson plan, talked almost the difference betwixt lesson aims and learning outcomes, writing articulate and measurable learning outcomes. Below you'll discover the answers to the questions the speaker didn't have time to answer during the webinar.

Do you lot recall a 25min lesson can exist productive? We spend v min for administrative issues, 5 min for warm upwards, results of the lesson — 5 min. And then only10 min for principal activity.

I assume that a 25-infinitesimal lesson is for very young learners, whose attention span is very express. I confess I have never taught such a curt lesson. Mayhap I have wrongly assumed that the virtually common classroom time is 50 minutes minimum.

For the master activity, ten minutes can be enough, depending on what you want to do, simply a lesson cannot exist made of i activeness. There should be a number of ii or three activities that build up into the main/productive action, which, if non finished in class, can be taken dwelling equally homework. But again, it depends.

For a 25-minute lesson, the admin stuff should be kept to a minimum or ignored if possible (just find and practise it right before grade or afterwards class). The warm up could exist just questions 'How are yous today?' and go into a lead in action to introduce the students to the new topic. For very immature learners a vocabulary edifice activity and a game with that vocabulary equally the primary 'production' activity seems plenty.

When is the best fourth dimension to create a lesson plan: while creating a term program or only before the lesson?

Although I practise know that the policies of some schools require that the teachers nowadays their lesson plans for a calendar 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 y'all 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 grade profile will help you brand these adjustments).

In a term, you lot do know how many classes yous accept. Later on y'all have studied the curriculum objectives and the syllabus for that grade, you demand to create a framework of work. So now that you have the whole course objectives and the number of class hours, y'all need to classify one form for 'getting to know your students', for diagnostic testing to discover out the language needs of your students (this will get in the grade profile), mid-course testing/assessment if necessary, and final course or classes for exams, and the rest goes to class teaching the material.

You program just the topics and the aims. You lot can even sketch a programme for each, but not 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 yous are closer to the lessons themselves but at to the lowest degree y'all have a framework to work from.

How can I understand that the programme was a success from student's feedback?

It is NOT the plan that is successful but the lesson you taught guided past that plan. Good indicators might include the smiles the students give you at the cease of the grade, the fact that some may want to conversation with you about the lesson at the end, that they may exit the classroom chatting in English, or by formally giving them a check-out menu ii minutes before the bong rings where they have to write one activeness they enjoyed, and ane activity that was not useful. Naturally, these will exist anonymous and you lot will collect them from each pupil leaving the classroom.

Is it better to have a lesson programme every lesson printed or in my listen?

Information technology can be printed, handwritten as a full plan or in the course of notes with each activity and its timing but most importantly, write the learning objectives of that lesson not to lose sight of what you desire your students to learn in that lesson. Yep, the students might achieve them all or not, simply these are the scarlet flags that bulldoze your lesson and will help you lot reflect on your lesson after it is done.

Should I prepare a lesson programme (like you introduced in the webinar) every lesson?

If you are a beginner teacher, I would strongly recommend that you write total lesson plans even though they take time. This full lesson program is a deep-thinking process, but it is well worth information technology. After you get used to information technology, yous do not need to write as much because yous volition go accustomed to this flow of thinking about your lessons. The teacher's aim and the learning objectives will all the same take to be written down…and even on the lath for your students and so that they too can come across where y'all are going and the reasons behind the activities you are doing with them.

Should nosotros check homework before warm-up?

If yous gave them homework, yep.

How much fourth dimension exercise we have to check the previous homework?

It all depends on the type of homework that you take given them. The fourth dimension for checking homework is up to you. Practise not spend a lot of fourth dimension doing it. If it is a written piece, just collect and correct them after grade or and during class if your students are engaged in independent activities that practice non require your firsthand control (naturally, nonetheless keep an eye on them).

Is it possible (and wise) to fix upwards homework at the beginning of a lesson?

I accept never tried myself and I cannot imagine it done this mode. I think if you do this, some students might recollect only of it and volition endeavor to start doing information technology during your form to avert working at habitation, and this can be very disruptive.

What do you exercise if the time allotted for the speaking activity (e.grand. discussion) has run out, but the students haven't finished the activity and feel like speaking on?

This is a classroom management issue. That is why we need to limit the students' time for doing an activity. This time limit has to be set up when you give them the instructions. Just allow a reasonable and realistic amount of time for a speaking action (in groups or pairs). The students demand to know how long they have, and you tin even ask them again when you check instructions: 'How much time do you have?' Tell them that they volition non be granted extra fourth dimension. This will keep them focused and on track. Yous merely need to exist quite strict. Well, if something actually interesting comes up, then permit them a picayune more than time to terminate if you have that time.

How to measure your time on activities, especially with big groups?

This comes with experience and cognition of your group of students. Endeavor setting one time limit for a type of activity and if it works well you can allow the aforementioned amount of time once again when you have the aforementioned blazon of activity. It is simply trial-and-mistake based on your knowledge of the group. After a few attempts, you will time your activities better.

Which part of the lesson planning can be the virtually time-consuming?

Good question. For me, information technology is the writing of the SMART learning objectives because it takes a lot of thinking based on knowledge of the grouping, the aims of the lesson taken from the official curriculum, the educational activity aids I take available, and the corporeality of time I accept.

I forgot to mention this during the webinar: the learning objectives should be Due south.M.A.R.T., i.e. Specific, Measurable, Doable (in the time-frame we accept at our disposal), Relevant, and Time-bound.

Choosing the correct activities leading to the concluding productive/creative activity could exist time-consuming for a novice teacher. The coursebooks are usually helpful because you have everything there unless you lot decide that some coursebook activities are tiresome, non that useful to achieve one learning objective or some other, or non quite relevant for your students, in which case you demand to look for something else and this may take some time.

How long does it take yous to write a lesson plan like this (similar presented in the webinar)?

It takes me between an hour or two if I build a lesson from scratch, i.eastward. when I practise not follow a coursebook. I echo, information technology takes some time in the beginning when you are not used to information technology simply when you lot get familiar with the thinking processes behind it, it does not have more than one-half an hour. I am non counting here the fourth dimension to practice photocopies or write your own task-sheets or handouts.

If a educatee has some questions not continued with this detail aim of the lesson ( perhaps he doesn't understand something and it can make bug in the time to come) is it possible to reply them to make information technology clear and so go back to the plan?

Information technology depends on the question. If you tin can answer quickly only to that pupil, yes, of course, go dorsum to your plan. In case there are more students who accept the same question and they need extended explanations that are really of import because, otherwise, you lot will not be able to continue your lesson, then stop everything, explain/clarify/arm-twist from other students and attempt to motion on. Sometimes, these situations can go LEARNING OPPORTUNITIES, and these y'all cannot plan. They just happen so exercise non ignore them. Exit the programme aside and deal with what the students need at that moment. (You need to utilize your cognition of the group and your intuition to run across if that is a genuine learning need and non a 'trap' prepare by your students to throw y'all off track.)

May the teacher utilise communicative games for reflection?

The reflections that I was talking nearly in the webinar is the teacher'south mail service-lesson self-reflection to run into what went well, what did not and why, and how they tin improve his/her teaching by choosing new personal aims.

If you lot want, you can have your students reflect on their ain learning at the end of the lesson and this reflection can be done as a communicative pair or group activeness. The teacher could use the results of this kind of action for his/her ain post-lesson reflections in combination with self-reflection on the lesson.

To do this, the students have to be trained and to be quite responsible and serious, even though it can be quite fun. Training the students to be 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 be independent and responsible learners with developed critical thinking skills has get a necessity.

How to bank check if you lot have succeeded with your plan?

We check if the lesson was successful or to what extent it was successful. Yeah, it was based on a plan. Accept the students achieved the learning objectives? If you wrote them on the board at the beginning of your lesson and, with your students, ticked them one past one equally done, you can say…and the students tin can say that the lesson was successful.

Now, permit'southward say you take achieved them all. Look back to your lesson plan and ask yourself: accept I used all the activities planned? Have I used the time effectively for each activity? What has deterred me from doing one of the activities that I planned? I did not become to do it, but was information technology important? Did it stop the flow of learning? …..and the like. If you lot managed to practise all the carefully planned activities, achieved the learning objectives, you feel adept inside and the students left your class satisfied, and so your lesson was great and the plan worked.

Is it possible for a lesson to be constructive without getting feedback from your students?

At the terminate of each activity, we need to organize feedback. The purpose is for the students to bank check if what they did was correct, to correct themselves, to know if they did well or partly well, to have a feeling that that activeness is done and another one is following. Without this feedback at the end of each activity, I practise non call back the lesson would be so effective equally a whole.

If you refer to getting feedback from the students at the finish of the lesson so that you lot can have some idea of how this lesson was perceived by the students, then this is only optional. If you demand the students' cess of your ain lesson, and so exercise it, just carefully. Not all the students are honest.

As for you giving full general feedback to your students at the end of the lesson, this needs to exist washed. It is function of closing a lesson on a positive annotation, stressing the positive and telling the students what they need to be more than careful adjacent time. Appreciate their effort and dedication during the lesson. It helps build rapport.but only if they deserve praise. Never requite praise when it is not deserved, only requite encouragement.

What is better … PPP or TTT?

There is no comparing between them. They have different purposes and they are used with students of dissimilar ages, levels, and language needs. Besides, in that location are other ways/approaches/methods of sequencing lessons. What well-nigh the Task-based approach? What about instruction listening or reading skills? These do not fall under PPP or TTT. We use more than eclectic approaches and it all depends on who, why, what we teach. Equally teachers, we need to know different ways of staging the lessons, use them as prescribed or combine them. Practice not feel conscripted by i model or some other or past fashions. Let's utilize our disquisitional thinking skills, the cognition about our students in front of us, the knowledge of the bailiwick we are didactics, and keep an open mind to everything that is 'sold' to u.s.a.. Notice the students, react to their needs, be human, programme your lessons advisedly with your students in mind, visualize yourself instruction them, and be yourself, real, genuine. Practice not recall that you have to be someone y'all are not.

What should I plan to brand certain to increase STT if there is a group of students?

This is a question for a workshop on classroom management or how to teach speaking.

Plan for pair work, and group piece of work, simply the main principle is to exercise anything y'all can as a teacher to increase students' confidence when speaking English language, mainly the shy ones: teach vocabulary and practice 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 it.

If you accept any further questions regarding lesson planning, feel free to ask on our forum.