planning effective lessons for the efl classroom
TRANSCRIPT
Planning Effective Lessons for the EFL ClassroomUDELAS– UniversidadEspecializada delas AmericasMariaDantas-Whitney,Ph.D.– WesternOregonUniversity- [email protected]
Session Overview
• Quick Introductions
• InitialGroupBrainstorming
• Principles ofEffectiveLessonPreparation
• Elements ofaLessonPlan
• LessonPlanningPractice
• Discussion,Questions,Reflections
InitialBrainstormingandDiscussion
• Findapartnerforeachofthetimesandwriteyourpartner’snameintheblankforthattime.
• Whenaskedtogetinpairsforaspecifictime,thepersonwritteninthattime’sblankwillbeyourpartner.
• Youwillrotateandtalktoeachpartnerforaboutthreeminutesaboutthetopicsassigned.
ClockAppointments
Getablanksheetofpaperanddrawabigclockonit
Kaur
Sue
Philip
Thomas
12o’clockpartners
• Threeminutes:• Introduceyourself• Discusswithyourpartnerandtakenotesonkeyideas:
GeneralConsiderationsWhatconsiderationsdoyoukeepin
mindwhenplanningalesson?
6o’clockpartners
• Threeminutes:• Introduceyourself• Discusswithyourpartnerandtakenotesonkeyideas:
SuccessfulPlansWhataretheelementsofasuccessfullessonplan?
3o’clockpartners
• Threeminutes:• Introduceyourself• Discusswithyourpartnerandtakenotesonkeyideas:
ChallengesWhatarethemainchallengesyouhaverelatedtolessonplanning?
9 o’clockpartners
• Threeminutes:• Introduceyourself• Discusswithyourpartnerandtakenotesonkeyideas:
QuestionsWhataresomequestionsyouhaverelatedtodesigninginstructionand
effectiveplanning?
Debriefing
EffectivePlanningfortheEFLClassroom• GeneralConsiderations
• SuccessfulPlans
• Challenges
• Questions
Principles of Effective Preparation
clearlessonobjectives
transparentexpectationsandassessments
appropriatesequencingof
activitiesactivelearning
student-centered
environment
Four Zones of Teaching and Learning(Gibbons, 2015)
Learning/EngagementZone
Frustration/AnxietyZone
ComfortZone
BoredomZone
“Constructionzone”“Zoneofproximaldevelopment”
HighChallenge
LowSupportHighSupport
LowChallenge
ScaffoldingTemporary help for learners to complete a task until they can perform independently
Takeintoconsiderationstudents’…• backgroundexperiences• contentknowledge• languageproficiencylevels
Gradualreleaseofresponsibility• Modeling,grouppractice,
independentwork
Hands-onactivitiesandcooperativelearning
• Teacher-centeredpresentationsinterspersedw/smallgrouptasks(e.g.,think,pair,share)
• Preview/review
• Learningcenters,labs,simulations
Writtenandoralinstructions
Visuals,gesturesandlinguisticsupports• Graphicorganizers,
pictures,sketches,manipulatives,TPR
• Sentenceframes,starters,transitionwords
• Primarylanguagesupportandbiliteracy development(e.g.,useofcognates)
Guardedvocabulary• Contextualdefinitionsof
wordsandconcepts• Repetition• Shortersentencesand
simplersyntax• Morepauses• Vocabcharts,wordswalls
Monitor,assess,andadjust
Gradual Release of Responsibility
Modeling
https://www.mheonline.com/_treasures/pdf/douglas_fisher.pdf
VideoI Do, We Do, You Do -- Scaffolding Reading
• Asyouwatch,takenotesonthefollowingthemes:
clearlessonobjectivestransparent
expectationsandassessments
appropriatesequencingof
activitiesactivelearning
student-centered
environment
https://www.youtube.com/watch?v=gleNo8dqHb8
Key Features of Effective Instruction
• Clearobjectivesthataremeasurable• Appropriateandchallengingmaterial• Activationofbackgroundknowledgeandpriorlearning• Clearinput,teaching,andmodeling• Structuredpractice,focusedinteractions(T-sts andsts-sts)• Applicationofnewlearningandtransfertonewsituations• Activestudentengagementandpromotionofautonomy–
studentsdevelopcapacitytoguidetheirownlearning• Periodicreview• Frequentfeedback,assessments,withre-teachingasneeded
Gottlieb&Ernst-Slavit,2014
Designing Lesson Objectives
• DimensionsofLanguage:Analysisoftalk,texts,tasks,andtests
• Languagefunctions (e.g.,describe,compare/contrast,proposition/support)
• Languageforms (e.g.,complexsentences,transitionwords,adjectives)
• Vocabulary
talk(oral– speakingandlistening)
texts(written – readingandwriting)
tasks(interaction,projects,products)
tests(formative andsummativeassessments)
Example of a Lesson Objective
• Studentswillcreateagraphicorganizertosummarize/retellchronologicaleventsinanovelusingpasttenseverbsandadverbialsoftime
languagefunctions languageforms(sentenceandwordlevels)
talk texts tasks tests/assessments
vocabulary
Three Moments in a Lesson (BDA)
BeforePreparingLearnersAnticipatorySet
Icebreaker
Buildbackgroundknowledge
Relatecontenttostudents’lives
Introducevocabularyandconceptsincontext
DuringInteracting
Teacher-Students:TeachermodelingDirectinstructionifneeded
Student-Student:Grouppractice(closelymonitoredbytheteacher)
AfterExtendingUnderstandingApplynewlygainedknowledgetonovelsituationsoruseittoproblem-solve
Connectideaslearnedtootherideasinpreviouslessonsorintherealworld
Independentprojectsandtasks
FormativeAssessment/Checkfor
Understanding
FormativeAssessment/Checkfor
Understanding
SummativeAssessment
Lesson Plan Template
Group Task
• Gettogetherwithcolleagueswhoteachthesamelevel
• Chooseoneunitfromthetextbookthatyoucurrentlyuse
• Createabriefplanusingthelessonplantemplateprovided• toaccessthelessonplantemplate,goto:
• http://whij.weebly.com/• Clickon“UDELAStraining”and“LessonPlanning”
Discussion, Questions, Reflections
Thank you!!Gracias!