Planning for LearningKey words: learning, teaching, relationships, skills, contents, competencies*, design, resources
November 2013
Postítulo TEFL. Universidad Alberto Hurtado.
Facilitator: Mauricio Miraglia
Activity 0a: Watch & take notes
http://www.youtube.com/watch?v=HsnXZdKpQWI
http://www.youtube.com/watch?v=Tygw2XPSXwE
http://www.youtube.com/watch?v=bOQ9XKPbf78
http://www.youtube.com/watch?v=5HWP6HBczpM
Activity 0b:Conversation based on videos
a. What did the teacher do?
b. What did students do?
c. What did they learn?
d. How did they learn?
e. Was there a plan? Yes? No?
f. Were resources used? If so, were they effectively used? What did they trigger?
1) http://www.youtube.com/watch?v=HsnXZdKpQWI
2) http://www.youtube.com/watch?v=Tygw2XPSXwE
3) http://www.youtube.com/watch?v=bOQ9XKPbf78
4) http://www.youtube.com/watch?v=5HWP6HBczpM
Activity 1a
What do students need to learn in the English lesson?
(discuss in groups and share)
Activity 1bWhat do students need to learn in the English lesson?
Rank the following based on significance
1. Language skills : reading, listening, speaking, writing
2. Thinking culture (making of) : observations, interpretations, inference, hypotheses, problem-posing
3. Attitudes: openness to new cultures and identities, willingness to learn English, inquisitive
perspective
4. Language contents: phonetics, vocabulary, syntax
5. Knowledge across disciplines: emphasis on contents such as history, science, arts, etc.
Discussion Point
Do we plan to instruct or do we plan to educate?
Analysis of purposes and audiences for whom we plan.
A possible underlying question has to do with the concept of education we
adhere to.
Activity 1c: revisiting our rankingWhat do students need to learn in the English lesson?
Rank the following based on significance
1. Language skills : reading, listening, speaking, writing
2. Thinking culture (making of) : observations, interpretations, inference, hypotheses, problem-posing
3. Attitudes: openness to new cultures and identities, willingness to learn English, inquisitive
perspective
4. Language contents: phonetics, vocabulary, syntax
5. Knowledge across disciplines: emphasis on contents such as history, science, arts, etc.
Activity 2a: A typical lesson structure:
let’s check in with each other!
3 major phases
Introduction
Core
Closure
Actions performed by
teachers?
Activity 2b: A typical lesson structure
3 major phases
A. Introduction
B. Core
C. Closure
When do we…?
1. Check instructions
2. Promote development of language skills
3. Set a task
4. Recapping main points
5. Check attendance
6. Ask CCQs
7. Draw a seating chart
8. Raise a problem
9. Design a picture slideshow
10. Set a topic
11. Promote thinking skills
12. Relate to next learning
13. Make menu explicit
14. Monitor group / pair / individual
activities
15. Evaluate purpose
16. Check learning achievement
Actions performed by teachers
Activity 2c: What are students doing?
Teachers…. Students…
???1. Check instructions
2. Promote development of language skills
3. Set a task
4. Check attendance
5. Ask CCQs
6. Raise a problem
7. Set a topic
8. Promote thinking skills
9. Make menu explicit
10. Monitor group / pair / individual
activities
11. Evaluate purpose
12. Check learning achievement
13. Promote attitudes
Activity 2d: A typical lesson structure :
let’s check in with each other!
3 major phases
Introduction
Core
Closure
Actions performed by
students when we… 1.Check instructions
2.Promote development of language skills
3.Set a task
4.Recapping main points
5.Check attendance
6.Ask CCQs
7.Draw a seating chart
8.Raise a problem
9.Design a picture slideshow
10.Set a topic
11.Promote thinking skills
12.Relate to next learning
13.Make menu explicit
14.Monitor group / pair / individual activities
Activity 3a: think & discussOur lesson plan comes from
1. The textbook?
2. The curriculum (national / district / school)?
3. The unit plan?
4. The year plan?
5. Anything else?
Activity 3b: think & discuss
Our lesson is primarily informed by
1. Content & skills students need to know?
2. A problem the teacher/s have detected?
3. The curriculum?
4. Anything else?
Activity 4
What makes resources have an impact in the lesson?
(open discussion)
Digital big book task 1
Think of how / who / when your big book can be
implemented
(individual task 1)
Digital big book task 2
Think of how your big book could be edited changed a bit or
completely changed: state arguments for your decisions.
(individual task 2)
Considerations for your next
lesson plan & big book design
1. Students (age, level, social context)
2. Problem addressed
3. Learning goal
4. Level
5. Language involved
6. Assessment
Planning for LearningKey words: learning, teaching, relationships, skills, contents, competencies*, design, resources
November 2013
Postítulo TEFL. Universidad Alberto Hurtado.
Facilitator: Mauricio Miraglia