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