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‘Good lesson planning is the art of MIXING techniques, activ

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Humanities eLearning Team

on 14 November 2016

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Transcript of ‘Good lesson planning is the art of MIXING techniques, activ

‘Good lesson planning is the art of MIXING techniques, activities and materials in such a way that an ideal BALANCE is created for the class.’

(Harmer 1991)
Elements of planning
Session Planning
Example lesson plan template

Put together your own lesson plans.

They should fit into a wider Scheme of Work
to show how it relates to:
the input of other colleagues
previous and subsequent sessions
expectations of student reading/homework/ independent study

Writing lesson plans should help you to be clear
about aims and objectives but also the
techniques and materials you will use.

Follow-up / homework

Stages of lesson, activities, timing etc.

Anticipated problems

IT / Media support

Materials / Input

Aim/s

Background

Example lesson plan template

Before making a lesson plan it is important to
consider:

The students (needs, level, learning styles etc.)
The curriculum or syllabus you are following

Pre-planning
Let’s look at each of these now in turn…

Activities
Skills
Language (as relevant)
Content
Coherent
plan

What do you want your students
to do and why?
What will it achieve?
How long will it take?
What might go wrong?
What do I need?
How exactly will it work?
How will it fit in the lesson?

Elements of planning


Which main skills do you
want students to develop?
Depends on content and activities

Elements of planning


What main language point do you
want to teach the students?
How will you do this?
How will you then combine this
with the rest of the lesson?

Elements of planning


What is the main topic/theme of the lesson?
Will your students relate to this?
Will they find the topic interesting
and stimulating?
Are there any topics/themes you
should avoid?
Are students prepared for this topic?

Elements of planning

ACTIVITIES
SKILLS
LANGUAGE
(for language classes mainly)
CONTENT
The Process of Course Design
Learning Objectives
The learning objectives specify what the learning outcomes will be for a particular course, module or unit. They need to be phrased in a way that allows attainment against them to be fairly assessed and formative or summative feedback provided.
Teaching strategy
The teaching strategy sets out the overall sequence of steps to be undertaken that will allow students to realize the learning objectives.
The strategy will encompass a variety of content, exercises and activities that are designed to structure, support and reinforce learning.
Learning Objectives
The learning objectives specify what the learning outcomes will be for a particular course, module or unit. They need to be phrased in a way that allows attainment against them to be fairly assessed and formative or summative feedback provided.
Learning Objectives
The learning objectives specify what the learning outcomes will be for a particular course, module or unit. They need to be phrased in a way that allows attainment against them to be fairly assessed and formative or summative feedback provided.
Teaching and
learning methods
The teaching and learning methods are selected to deliver or facilitate learning against particular objectives. For example, in a particular course a lecture might be selected as a method for delivering particular content with an on-line discussion as a method for reinforcing key points or as a way of generating ideas for an assessment.
Student attainment
assessment and
feedback
Student attainment is assessed as the course progresses using formative assessment methods. For an e-learning course this could be a series of pre-structured questions at the end of a unit with instant feedback on results. The University of Manchester Feedback to students policy sets the target that all formative feedback will usually be delivered to students within 15 working days after the final submission deadline.
Prepare more than you need
Identify a part/s which could be missed out (flexibility)
Have a clock visible
See the lesson as a coherent whole but with…
…a beginning, middle and end
Avoid introducing new material at the end
Vary the components
Identify resources and have CDs/DVDs cued up - pre-book if necessary
Be aware of room layout (centrally timetabled rooms must be put back as per instruction so factor this in time-wise)
Be prepared to modify the plan!
Finally, some practical advice - 10 Tips
Full transcript