frame and models for planning a lesson

8/13/2019 Frame and Models for Planning a Lesson

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FRAMEand MODELS

for planning a lesson

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UNIT 4
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WHAT IS PLANNING? This is a floor house plan:

What elementsdo architects manage during the planning phase?

Do architects help during the building process?

Are architects still present after the planning phase?

WHYdo architects plan?

Who are the main STAKEHOLDERSof their work?


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WHAT DOES A LESSON PLAN LOOKLIKE ?

How would you describe a lesson plan in the

everyday routine work of service teachers?

Is it mentalor written, mutableor fixed?

Does it consist of brief informal NOTES or of a

long formaldetailed DOCUMENTwhich follows a

prescribed format?


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WHAT IS A LESSON PLAN?

NARROW definition (Jensen, 2001). Deciding:

what to teach (i.e. contents)

in what order (i.e. sequence)

for how much time (i.e. timing)

WIDEdefinition (Harmer, 1991). Deciding:

to WHOM: description of the class or NEEDS

ANALYSIS

goals (the WHY) contents (the WHAT): see above

HOW to teach (methodology, materials, resources, grouping,

teaching/learning context)

HOW to evaluatewhat was taught.


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WHY DO LESSONS NEED TO BE PLANNED?

Is it still necessary to plan when one is an experienced teacher orwhen lessonshave already been planned by textbook writers?

If your answer has been Yes? Why do teachers still need to plan orADAPT pre-fabricated plans to their classrooms?

What are the elements of the wide definition of lesson plans that cannotbe anticipated in materials elaborated by textbook writers or by theeducation authorities:

Learnersneeds or the WHO?

Lesson objectives, aims, goals or the WHY?

Lesson contents or activities or the WHAT? Lesson methodology or the HOW?

According to Farrell (2002: 27): Planning can be regarded as aprocess of TRANSFORMATIONduring which the teacher createsideas for a lesson based on understanding of learners NEEDS,problems, and interests, and on the content of the lesson itself(Farrell, 2002: 27).


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WHYDO LESSONS NEED TO BE PLANNED ?

Then, who benefitsfrom lesson plans?

STUDENTS teachers and substitute teachers administrators (principals, supervisors and other observers)

Therefore, lessons need to be planned in order to:

PAY ATTENTION TO STUDENTS different ages, backgrounds

(linguisticor familybackgrounds), previous knowledge, interests,

abilities and learning styles or learning difficulties.

HELP TEACHERSto think about content, activities, sequencing,

timing, methods, materials, and evaluation PROVIDE both novice and experienced teachers with security,

confidenceand calm. AID substitutes to smoothly take over a class (i.e. without

problems related to CLASSROOM MANAGEMENT)


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REASONSFOR PLANING LESSONSWould you tell me, please, which way I ought to go from here?asked Alice.

That depends a good deal on where you want to get to,said the Cheshire cat. From AlicesAdventures in Wonderland by Lewis Carroll

McCutcheon(1980) pinpoints:

INTERNAL reasons. Teachers (especially pre-service) feel moreconfident because thinking about the lesson in advance helps(Richards, 1998):

a) to learn the SUBJECT MATTER better

b) to provide a STRUCTURE for the lesson

c) to provide a MAPfor the teacher to follow

d) to provide aRECORDof what has been taught in order to assess the learning process.

e) to enable lessons to run more smoothly as problems and difficulties can be anticipated

before they happen (CLASSROOM MANAGEMENT)

EXTERNAL reasons such as:

(i) satisfying PRINCIPALSor SUPERVISORSexpectations and/or

(ii) guiding SUBSTITUTE TEACHERS


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LESSON PLANNING LEVELSOR STAGES

From MACRO TO MICROPLANNING: Anactual lesson plan is the end point of

many other stages of planning that culminate in a daily lesson (Jensen, 2001)

STAGESof PLANNING (Farrell, 2002):

SYLLABUS design: yearly and/or term/semester planning (e.g. listing

OBJECTIVES of a programmeof studies)

DIDACTIC UNIT planning=a number of related lessons around a specific topic(e.g. eating habits, etc.)

LESSON planning=daily decisions a teacher makes for the successful

outcome of a lesson (Richards, 1998):

BEFOREthe class

DURINGthe class: interactivedecisions

AFTERthe class: evaluative decisions


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1st stage: SYLLABUSDESIGN

It is more GENERAL than the other types ofplanning

It is planned at the beginning of every schoolyear or every term during the academic year.

In the Valencian Community it is ruled by Ordre

45/2011, de 8 de juny, de la ConselleriadEducaciper la qual es regula lESTRUCTURAbsica de les programacions didctiques enlensenyanabsica (see this decree in AV)


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ELEMENTS OF A SYLLABUS

Justification

Context NEEDS ANALYSIS

INTRODUCTION

Generalobjectives of Primary Education

Specific objectives of a given Area of

Knowledge (e.g. Arts) or of a SubjectOBJECTIVES

KEY COMPETENCES*

DIDACTIC UNITS** Organization

Sequencing

CONTENTS

CLIL methodologyMETHODOLOGY


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ELEMENTS OF A SYLLABUS a) assessment criteria

b) assessment tools

c) typesof evaluation d) marking criteria

e) reinforcement and extensionactivities

f) assessment of the teaching-learning PROCESS

ASSESSMENT

ATTENTION TO DIVERSITY

ENHANCING READING

USE OF ICT

RESOURCES

SUPPLEMENTARY ACTIVITIES


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KEY COMPETENCES* The EU defines key competence as a combination of SKILLS,

KNOWLEDGEand ATTITUDESwhich are adequate to the context.

Key competences are those which everyone needs for PERSONAL

performanceand development, as well as forACTIVE CITIZENSHIP,

SOCIALINCLUSION and EMPLOYMENT.

In our educational system, there are eight key competences students

should possess when they finish their obligatory education:

1) Competence in LINGUISTIC COMMUNICATION;

2) Mathematicalcompetence;

3) Competence in knowledge of and interactionwith the physical world;

4) Data processing and digital competence;

5) Social and civic competence;

6) Culturaland artisticcompetence;

7) Learning-to-learn

8)Autonomy and personalinitiative


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THE LINGUISTIC COMPETENCE

The skill ofLINGUISTIC

COMMUNICATION

Mathematicalknowledge

Knowledgeof thePhysical

WorldKnowledge of

Art and

Culture


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THE LINGUISTICCOMPETENCE

LINGUISTICCOMMUNICATION

DATA PROCESSING ANDDIGITAL COMPETENCE

SOCIAL ANDCIVIC

COMPETENCE

LEARNING TO LEARN

AUTONOMYAND PERSONAL

INITIATIVE


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2nd stage: PLANNING A DIDACTIC UNIT** There are TWOdifferent kinds of didactic units:

1.- Didactic units in the language syllabus, or LANGUAGE

SUBJECTS: classes of Catalan or about the Catalan language.

classes of Castilian or about the Castilian language.

classes OF English or about the English language (for SPECIALIST PRIMARY

TEACHERS).

2.- Didactic units of any other non-linguistic area ofknowledge or subject in the school curriculum INwhich thelanguage of teaching/learning is:

Catalan

Castilian

English (CLIL)

BEWARE! As English is a foreign language in our school contexts weneed to pay MOREattention to communicationissues in these didacticunits. For example, we need to provide students withCOMPREHENSIBLE INPUT while teaching the content matter at the

same time.


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ELEMENTSOF DIDACTICUNITS** how many in-class sessions of 50 minutesLENGTH:

OBJECTIVES

KEY COMPETENCES

CONTENTS

sequencing (in what order)

timing (for how long)ACTIVITIES:

materials resourcesMETHODOLOGY:

ASSESSMENT CRITERIA

REINFORCEMENT AND EXTENSION ACTIVITIES


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LESSON PLANNING: Models

i. specify objective(s)ii. select activitiesiii. organize activitiesiv. specify evaluation

methods

i. problemconception

integrationof teachers

goals, knowledgeand EXPERIENCE

ii. problem formulated and solutionachievedii. implementing the plan along withits evaluation

Tylers rational-linear model(1946)

BUT, according to Taylor(1970) teachers do notfollow these four stepswhen focusing on learnersneeds.

Yingersalternative model(1980)

BEWARE! In Yingers model, each planning

event is influenced by what went on before

and by what may happen in the future

frame and models for planning a lesson

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