How Do You Move on to Another Question After You Select Grade It Now and Read the Explanation?
More virtually the perfect lesson planning
Lesson planning is a significant element of the teaching-learning system. Information technology helps teachers to create a logical sequence of stages and activities to achieve the learning objectives, think over amend timing for activities, reflect on the lesson and so on. A lot of teachers wonder how to create an effective lesson plan, what stages it should include, how to set clear lesson goals, the listing goes on.
Skyteach invited Mihaela Dascalu to behave a webinar «The Perfect Lesson Plan «. Mihaela shared her knowledge on the best strategies of lesson planning and main components of a lesson plan, talked about the divergence between lesson aims and learning outcomes, writing clear and measurable learning outcomes. Beneath you lot'll discover the answers to the questions the speaker didn't accept time to answer during the webinar.
Do you think a 25min lesson can exist productive? Nosotros spend 5 min for administrative issues, 5 min for warm upwards, results of the lesson — five min. So only10 min for main activity.
I assume that a 25-minute lesson is for very young learners, whose attending span is very limited. I confess I take never taught such a short lesson. Maybe I have wrongly assumed that the most common classroom time is 50 minutes minimum.
For the chief action, ten minutes can exist enough, depending on what you want to practise, simply a lesson cannot be fabricated of 1 action. In that location should be a number of 2 or iii activities that build up into the primary/productive activity, which, if non finished in grade, tin can be taken home as homework. But again, information technology depends.
For a 25-minute lesson, the admin stuff should be kept to a minimum or ignored if possible (merely notice and exercise information technology correct earlier class or afterward form). The warm up could be just questions 'How are you lot today?' and go into a pb in activity to introduce the students to the new topic. For very young learners a vocabulary building activity and a game with that vocabulary as the main 'production' activity seems plenty.
When is the best time to create a lesson plan: while creating a term plan or just before the lesson?
Although I do know that the policies of some schools crave that the teachers nowadays their lesson plans for a month in advance at least, this seems a not-sense to me. You tin can ready your lessons a calendar week in accelerate or the day before the lesson. If you are an experienced teacher and saved some lessons that worked well before, you lot just need to modify the programme to fit your new grouping of students (the class profile will help you make these adjustments).
In a term, y'all exercise know how many classes you have. After you take studied the curriculum objectives and the syllabus for that class, yous need to create a framework of piece of work. And so at present that you take the whole course objectives and the number of class hours, yous need to allocate one class for 'getting to know your students', for diagnostic testing to find out the language needs of your students (this will get in the course profile), mid-course testing/assessment if necessary, and final grade or classes for exams, and the rest goes to class teaching the material.
You plan just the topics and the aims. Yous can even sketch a plan for each, but not detailed lesson plans, because you lot do non know what is going to happen in the reality of the course. Leave the writing of full lesson plans till yous are closer to the lessons themselves but at least you have a framework to work from.
How can I sympathise that the plan was a success from student'southward feedback?
It is NOT the program that is successful just the lesson you taught guided by that program. Good indicators might include the smiles the students give you lot at the cease of the form, the fact that some may want to chat with you lot about the lesson at the end, that they may leave the classroom chatting in English, or by formally giving them a check-out carte 2 minutes before the bong rings where they have to write one activity they enjoyed, and one action that was non useful. Naturally, these will exist bearding and you will collect them from each student leaving the classroom.
Is it better to have a lesson plan every lesson printed or in my mind?
Information technology can be printed, handwritten as a full plan or in the class 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 accomplish them all or not, but these are the blood-red flags that drive your lesson and will help yous reflect on your lesson after information technology is done.
Should I set a lesson programme (like you introduced in the webinar) every lesson?
If yous are a beginner teacher, I would strongly recommend that y'all write total lesson plans even though they take time. This full lesson programme is a deep-thinking process, only information technology is well worth it. After y'all get used to information technology, y'all do not need to write as much because you volition get accustomed to this flow of thinking about your lessons. The teacher's aim and the learning objectives volition still have to be written downward…and fifty-fifty on the board for your students so that they too tin can see where you are going and the reasons backside the activities you are doing with them.
Should we check homework before warm-up?
If you gave them homework, yes.
How much time do we have to check the previous homework?
It all depends on the type of homework that you lot have given them. The time for checking homework is up to you lot. Do non spend a lot of time doing information technology. If it is a written piece, just collect and right them after grade or and during form if your students are engaged in contained activities that do not require your immediate control (naturally, still keep an centre on them).
Is it possible (and wise) to set up homework at the beginning of a lesson?
I take never tried myself and I cannot imagine information technology done this style. I think if you lot do this, some students might think merely of information technology and volition effort to start doing it during your class to avoid working at home, and this can exist very confusing.
What do you practise if the time allotted for the speaking activity (e.k. discussion) has run out, but the students haven't finished the action and feel like speaking on?
This is a classroom management issue. That is why we need to limit the students' time for doing an action. This time limit has to be set when you give them the instructions. Just allow a reasonable and realistic corporeality of time for a speaking activity (in groups or pairs). The students need to know how long they have, and you tin even ask them again when you cheque instructions: 'How much time do you accept?' Tell them that they volition not be granted extra time. This volition go along them focused and on track. You just demand to be quite strict. Well, if something really interesting comes up, then let them a trivial more than time to finish if you take that time.
How to measure out your time on activities, specially with large groups?
This comes with experience and cognition of your group of students. Try setting one time limit for a blazon of action and if it works well yous can allow the same amount of time again when you have the aforementioned type of activity. It is just trial-and-error based on your knowledge of the grouping. After a few attempts, yous will time your activities better.
Which part of the lesson planning can exist the most fourth dimension-consuming?
Skilful question. For me, it 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 education aids I accept available, and the amount of time I take.
I forgot to mention this during the webinar: the learning objectives should exist S.K.A.R.T., i.due east. 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 activeness could exist time-consuming for a novice teacher. The coursebooks are usually helpful because you have everything at that place unless yous determine that some coursebook activities are deadening, not that useful to achieve i learning objective or another, or not quite relevant for your students, in which case you need to await for something else and this may accept some fourth dimension.
How long does information technology take you to write a lesson plan like this (like presented in the webinar)?
It takes me betwixt an hour or ii if I build a lesson from scratch, i.e. when I exercise not follow a coursebook. I repeat, it takes some fourth dimension in the beginning when you are not used to it but when you lot become familiar with the thinking processes backside information technology, it does not take more half an hr. I am non counting here the time to do photocopies or write your own task-sheets or handouts.
If a educatee has some questions not connected with this particular aim of the lesson ( mayhap he doesn't understand something and it can brand problems in the future) is it possible to answer them to get in clear then go back to the plan?
It depends on the question. If yous tin respond rapidly only to that student, yes, of form, become back to your plan. In example there are more than students who have the same question and they need extended explanations that are actually important because, otherwise, you will not exist able to keep your lesson, then finish everything, explain/clarify/elicit from other students and effort to move on. Sometimes, these situations can become LEARNING OPPORTUNITIES, and these you cannot plan. They just happen so practice not ignore them. Exit the programme bated and bargain with what the students need at that moment. (You need to utilise your cognition of the group and your intuition to meet if that is a 18-carat learning need and non a 'trap' prepare by your students to throw yous off track.)
May the teacher apply communicative games for reflection?
The reflections that I was talking about in the webinar is the instructor'southward postal service-lesson cocky-reflection to see what went well, what did not and why, and how they tin can amend his/her teaching by choosing new personal aims.
If y'all want, you lot can have your students reverberate on their own learning at the finish of the lesson and this reflection tin can be done as a communicative pair or group activity. The teacher could use the results of this kind of activity for his/her own post-lesson reflections in combination with self-reflection on the lesson.
To practise this, the students have to be trained and to be quite responsible and serious, even though it tin can be quite fun. Grooming 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 teaching the students to exist independent and responsible learners with adult 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. Yep, it was based on a plan. Have the students accomplished the learning objectives? If you wrote them on the board at the starting time of your lesson and, with your students, ticked them one by i as done, you can say…and the students tin say that the lesson was successful.
Now, let's say you lot have achieved them all. Look back to your lesson program 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 one of the activities that I planned? I did non become to do it, simply was it important? Did it cease the menses of learning? …..and the like. If you managed to do all the carefully planned activities, achieved the learning objectives, you feel good inside and the students left your class satisfied, then your lesson was bully and the plan worked.
Is it possible for a lesson to be effective without getting feedback from your students?
At the cease of each action, we need to organize feedback. The purpose is for the students to check if what they did was correct, to correct themselves, to know if they did well or partly well, to take a feeling that that activity is washed and another one is post-obit. Without this feedback at the end of each activity, I do not recollect the lesson would be and so constructive as a whole.
If you lot refer to getting feedback from the students at the end of the lesson so that you can accept some idea of how this lesson was perceived past the students, then this is only optional. If you need the students' assessment of your own lesson, then do it, simply carefully. Non all the students are honest.
As for y'all giving full general feedback to your students at the end of the lesson, this needs to be washed. It is part of closing a lesson on a positive note, stressing the positive and telling the students what they need to be more careful next time. Appreciate their effort and dedication during the lesson. It helps build rapport.merely only if they deserve praise. Never requite praise when it is non deserved, simply give encouragement.
What is better … PPP or TTT?
In that location is no comparing betwixt them. They have dissimilar purposes and they are used with students of different ages, levels, and language needs. Also, there are other ways/approaches/methods of sequencing lessons. What about the Job-based approach? What about education listening or reading skills? These do non autumn under PPP or TTT. We utilise more eclectic approaches and it all depends on who, why, what we teach. As teachers, we need to know different ways of staging the lessons, utilize them equally prescribed or combine them. Do non feel conscripted by one model or another or by fashions. Let's use our critical thinking skills, the knowledge about our students in front of u.s., the cognition of the subject field we are teaching, and keep an open heed to everything that is 'sold' to the states. Notice the students, react to their needs, be human, plan your lessons carefully with your students in mind, visualize yourself didactics them, and be yourself, real, genuine. Do non think that you take to be someone y'all are not.
What should I programme to make sure to increase STT if in that location is a grouping of students?
This is a question for a workshop on classroom management or how to teach speaking.
Plan for pair work, and group work, merely the chief principle is to practise anything you can equally a teacher to increase students' confidence when speaking English, mainly the shy ones: teach vocabulary and exercise lots of vocabulary activities and games, strengthen their grammar, encourage them, and then on. This topic is quite large and it needs a workshop dedicated to it.
If you lot have whatsoever further questions regarding lesson planning, experience free to ask on our forum.
Source: https://skyteach.ru/2020/08/06/more-about-the-perfect-lesson-planning/
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