Transcript Present, Practice, Produce:
Present, Practice, Produce:
Page 209
Improved Teaching through Improved Planning Casey Barnes
Who am I?
6 years sailing instruction 2 years in Middle School Masters in Secondary English and ESOL American High School English and Creative Writing 2 years at HaeSeong Girls' High School NSET/Korean English teacher trainer Professor of English at Kyunghee University
Casey Barnes
5 Parts:
• The basic elements in a lesson.
• Examine the written format.
• Your Lesson Demonstration • Your first lesson • Some tips for success • Q and A
Why Lesson Plan?
***Successful teachers know that planning and preparation is the key to their success!*** Planning means:
•
Considering problems
•
Projecting use of instructional time
•
Negotiating classroom roles
•
Choosing expectations
5 Basic Elements:
•
Task focus/ attention grabber
•
Lesson presentation
•
Guided practice
•
Independent practice/performance
•
Review/ assessment
Logical Steps for a Lesson: This is the basic structure of a lesson no matter what format you use.
1)
Task Focus:
Start with an
attention grabber or motivator
and present the objectives. This will demonstrate the purpose of the lesson. Model dialogue, recording, video clip. In my experience, this is most effective as an
authentic situation
.
Would you like to have dinner with me Friday evening?
What’s the matter, Justin?
Expressing yourself when you feel down
!
Logical Steps for a Lesson: This is the basic structure of a lesson no matter what format you use.
1)
Task Focus:
attention grabber, authentic situation
.
2)
Lesson Presentation
:
Model
and
teach
the new skill or information. 3)
Guided Practice:
Practice the new skill together, repeatedly
. 4)
Independent Practice/Performance:
Students are working with their peers. They are interacting. This is the most important aspect of an EFL/ESL classroom.
5)
Review/Assessment
What is a task based lesson?
• The students actually DO something.
• The students have a final tangible product/outcome.
Present, Practice, Produce Why PPP?
Although there are several lesson plan templates/models available to teachers. Standardizing lesson plans allows teachers to more effectively: 1) Share lesson plans with other professionals.
2) Make lessons more understandable for observers.
3) Communicate with co-teachers or supervisors about in-class roles and lesson execution.
What are the four skills in a language classroom?
Receptive Skills Productive Skills
Reading Listening Writing Speaking
Productive Lesson Plan Time Distribution: Present
5 mins
Powerpoint; Flash cards; Vocabulary pictures; Chanting; Elicitation; Posters; Songs; Videos Practice
5-10 mins
Produce
20-35 mins
Choral reading; worksheets; Teacher/student or student/student Q and A; Reading and repeating; Partner Practice; Group practice Pair/group work; Writing/asking questions; Creating a new dialogue; Structured questions with unique/personal responses; Playing games with unique answers; interviewing students; gathering unique information.
*** The teacher is helping individuals, but not providing too much structure.
Note: procedures are in place for this kind of activity.
Receptive Lesson Plan Time Distribution: Present 5 – 10 mins Practice 20 – 35 mins Introducing new or key phrase information Carefully examining information presented Produce 5 – 10 mins Personalize and internalize (similar to productive lesson)
•
Title (Unit):
“What’s the Matter, Justin?” •
Grades:
•
Lesson Focus
: Speaking •
Objectives:
• Students will be able to… • Students will be able to… •
Target Language:
•
Materials:
•
Important Note:
•
Anticipated Problems/Solutions: Procedure Details Presentation:
Introduction of Lesson Theme, Objectives, and Target Language.
Time: 5-7 minutes
Introduction slide is up for students to see.
T: Today we are talking about expressing how you feel. How does Justin feel?
Ss: Sad, upset T: Yeah, it looks like he does. Okay, let’s look at our Key Expressions for today.
Teacher may read chorally with students.
T: Now, let’s watch a video to see what we will be able to do at the end of class.
Teacher uses video to demonstrate objectives for students.
Practice:
Students work with the language. Scaffolding prior knowledge, jig-saw, group work.
Time: 10 minutes
Show pictures of situations in which people are expressing feelings.
T: Talk to your team, make a list of what feelings you see.
Assign pictures to groups to share.
T: Okay.
Let’s listen to our classmates’ ideas and we can write more.
Students share ideas.
Students have guided practice with the teacher inserting different feelings into the model dialogue.
Production:
Students master and internalize language.
opportunity This to language to a task.
Time: 20 minutes
is apply an the Students will interview their classmates and ask how they feel and what situations make them feel that way.
T: Okay. Talk to your classmates. Talk to five classmates. How many classmates?
Ss: Five.
T: Right. Five from different teams.
Assessment / Extension / Homefun:
Students will return to their team and share with their partner one item they learned about what
Let’s Take a close look at the Lesson Plan Model:
•
Title (Unit):
“What’s the Matter, Justin?” •
Grades:
•
Lesson Focus
: Speaking •
Objectives:
• Students will be able to… • Students will be able to… •
Target Language:
•
Materials:
•
Important Note:
•
Anticipated Problems/Solutions:
Why Objectives?
Stop asking, “What am I going to cover tomorrow?” Start asking, “What are my students going to learn, achieve, and accomplish tomorrow?
Creating a lesson with goals ensures:
• • •
All activities are goal oriented The students are moving toward something concrete Both teachers and students understand that there is a
reason
for the lesson and the activities.
Important: The students must know the expectations and objectives for them to be
successful in their assessment.
Likewise, the teachers need to know exactly what they are assessing students on.
A well-written objective includes a
measurable or observable
outcome.
A well-written objective communicates a goal that can
be seen
by the assessor. Students will be able to
distinguish
between fun and funny.
Students will be able to distinguish the position of a ball.
Students will be able to
plan 2
weekend activities.
Let’s Use Bloom’s Taxonomy to Write Three Objectives that Each Target a Different Level of Cognition.
3
• Environment • Where are you from?
• Where do you live?
• What do you like to do?
• Where are you going?
• Can you help me?
• At the Doctor’s Office • TV/Movies • Music • How much is this?
• • • • • • • • • • May I take your order?
Greetings Campus Life Making Complaints Exercise Future Plans What does it look like?
What did he look like?
Allen is taller than Eric Have you ever travelled to Guam?
• • • • Mass Media Life In Korea Culture Where is the ball?
Why Assessment?
***The students
must know the expectations and objectives
in order to be successful in their When You Assess, You Help. The purpose of a test is to assess a student’s performance against a learning criteria, NOT to
2
Schools must change from a testing culture to an assessment culture. (Wong, 2006)
3
Where?
End of a lesson
Build assessment into a lesson at different points
Short Term Teacher Observation Classroom Discussion Plays Oral Presentation Essay Homework
Types of Assessment:
Long Term Portfolio with Self-reflection Cooperative Activities Webquests (a little dated) Designing a webpage Teaching the class Research Projects Community Work Oral Projects Essay Online Blogs
Let’s Take a close look at the Lesson Plan Model:
•
Title (Unit):
“What’s the Matter, Justin?” •
Grades:
•
Lesson Focus
: Speaking •
Objectives:
• Students will be able to… • Students will be able to… •
Target Language:
•
Materials:
•
Important Note:
•
Anticipated Problems/Solutions:
Procedure Details Presentation:
Introduction of Lesson Theme, Objectives, and Target Language.
Time: 5-7 minutes
Introduction slide is up for students to see.
T: Today we are talking about expressing how you feel. How does Justin feel?
Ss: Sad, upset T: Yeah, it looks like he does. Okay, let’s look at our Key Expressions for today.
Teacher may read chorally with students.
T: Now, let’s watch a video to see what we will be able to do at the end of class.
Teacher uses video to demonstrate objectives for students.
Practice:
Students work with the language. Scaffolding prior knowledge, jig saw, group work.
Time: 10 minutes
Show pictures of situations in which people are expressing feelings.
T: Talk to your team, make a list of what feelings you see.
Assign pictures to groups to share.
T: Okay.
Let’s listen to our classmates’ ideas and we can write more.
Students share ideas.
Students have guided practice with the teacher inserting different feelings into the model dialogue.
Production:
Students master and internalize language.
This is an opportunity to apply the language to a task.
Time: 20 minutes
Students will interview their classmates and ask how they feel and what situations make them feel that way.
T: Okay. Talk to your classmates. Talk to five classmates. How many classmates?
Ss: Five.
T: Right. Five from different teams.
Assessment / Extension / Homefun:
Students will return to their team and share with their partner one item they learned about what makes another classmate feel a certain way.
The Lesson Demonstration:
•
15 minute "compressed" lesson
•
We should see all the activities planned in your lesson.
•
We would like to see "team teaching."
•
Your lesson plan should be as detailed as possible.
•
Your students should have a task to complete
•
Tip: Pay special attention to how you will give instructions
Your First Lesson:
I recommend that you:
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Make it student centered
•
Make name tags
•
Use really simple introductory language
•
Explain your class rules and procedures
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Model the procedures and make no exceptions.
•
Consider seating arrangements
Tips for success: 1)Over-plan your lessons.
Do not allow there to be any chance of running short, have something available that you can do to cover 3-5 minutes.
2) Make a lesson template.
“AAALPTemplate.”
Save it as
3) Give students a chance to “switch gears.”
Build something into every lesson or even before the lesson that allows students to ease into the shift of subject and language of instruction.
T R A M E L S G N
1) Write you name and class on your paper.
Example:
김수진
1-1
2) Make as many words as you can.
3) Put your paper in the box.
4) Prize 1: Most words Prize 2: Lucky draw.
Example:
김 수 진
1) Me 2) Met 3) 4) 5) 6) 1-1
Tips for success:
4) If you are going to elicit responses from students,
prepare them before you ask in front of the whole class.
For example, you can assign a team a question to answer.
5) If you have asked a team to share a response also have them choose a speaker. This will ensure they are prepared and you do not have ‘dead’ class time.
6) Write into your lesson plans that your co-teacher should check the students’ comprehension before activities start. It is helpful to do this in both languages.
7) Have a back up!