November 15, 2021 at 09:00 #29317Nicholas NorthallModerator@nick-northall
Here we want you to post a lesson plan and relevant materials (your own or one written by another teacher – just ensure you get their permission first!) in this forum. You can use this pro-forma.
Once you have posted your plan – and any relevant materials – comment on at least one other plan (you don’t need to provide initial feedback on your own, but you should reply to any feedback you receive).
- Does the plan have clear and achievable aims?
- Is the plan clear and easy to follow?
- Is the procedure logically ordered to meet the lesson aims?
- Does the plan include some variety in interaction patterns and tasks?
- Does the plan fit into the wider course aims?
- Do you think the plan will meet the learners’ needs?
- And any other ideas you have.
November 20, 2021 at 12:29 #36047
November 20, 2021 at 13:01 #36052
This is a teacher’s lesson plan on past habits and states. All the activities are included in this document.
November 20, 2021 at 13:02 #36053
Oh… It exceeds allowed file size:-(
November 20, 2021 at 13:16 #36059
Yup, I had to pick and choose. Couldn’t upload everything.
November 20, 2021 at 13:14 #36054
I hope it works this time.
November 20, 2021 at 13:16 #36058
It seems that I can’t upload the files which contain the pictures of the two children the lesson is about.
November 20, 2021 at 14:02 #36060
I think the plan posted by Nosheen lacks the aims of each activity proposed by the teacher. Also, given the fact that by reading a plan another teacher should be able to do the lesson, I think that the teacher could have added some ways in which she could clarify meaning and introduce instructions, such as CCQs and ICQs that could be used.
In terms of variety in interaction, by looking at the LP I can see that the interaction is usually T-Ss or T-SSs, which makes me think it’s a teacher centred lesson. I can see ss>ss just once, so there’s not much student interaction.
Also, I think the procedure could be more clear. I don’t know, maybe it’s just me, but I don’t know when I should use the course book, and when exactly I could use the activities in the handouts which were uploaded (and most probably to be used by the teacher).
The teacher writes ‘Student would be given worksheets to reinforce this new vocabulary ‘, but it doesn’t say where I could find them. Are they in an Appendix attached to the plan or where exactly?
The teacher writes ‘Simple brain storming activity to elicit ideas and unlock previous knowledge by asking questions about given material.” What questions shall I ask? If I’m a teacher who has to do this lesson because the one who wrote the plan is sick, it would be unclear for me what exactly I should do.
Overall, in my view, the plan is not clear enough to help another teacher do the lesson properly and without much struggle to understand the flow of the lesson and what materials to use and when to use them.
November 20, 2021 at 14:08 #36061
Thanks for the feed back, and I agree with some points. However the teacher wasn’t required to go in such detail by the ELC.
Couldn’t attach the vocabulary sheet and other material.
November 21, 2021 at 01:23 #36065
November 21, 2021 at 18:41 #36089
Yes Nanees, I agree. However, I advised her to mark the interaction (Ss<>Ss, T<Ss, etc), and break the guided discovery into two parts: one checking meaning and the other checking form.
November 22, 2021 at 11:25 #36172Beth Melia-LeighModerator@beth
Thank you to Nosheen, Nanees and Gabi for contributing to this forum task. What happened to everyone else this week??
I hope that this unit served as a useful refresher of key considerations when it comes to lesson planning and also helped you to start to consider how you might best support the teachers you work with in planning their own lessons.
Of course, the type of lesson plan that is required will depend on a number of factors, including the purpose of the observation, whether or not a particular pro-forma is provided/required, how experienced the teacher is, the learning context, lesson type, aims, any institutional requirements, etc. and your feedback should reflect this.
In many ways, providing feedback on a lesson plan is similar to providing feedback on a lesson (more on this in Unit 6) and should be handled sensitively. I think it can be useful to provide a balance of positive comments and suggestions for improvement so as not to dent the teacher’s confidence. It is also unhelpful to make lots and lots of suggestions of changes just before the teacher is due to deliver the lesson when they have little/no time to do anything about it.
How directive your feedback is/can be will also depend on the nature of the observation and how experienced the teacher is, but, again, this is something that will be covered in much more depth later in the course.
Thanks once again to those of you who shared lesson plans and commented on each other’s.If you haven’t contributed to this task yet, please feel free to do so.
November 24, 2021 at 00:19 #36499
Thank you, Beth, for your useful insights.
November 22, 2021 at 13:34 #36194Jane McKinneyParticipant@erinaceus
I found this unit useful in terms of thinking about what makes a good plan and recognising the parts that I also struggle with when writing them.
Apologies for not commenting over the weekend but I try and keep away from the computer as I live on it the rest of the time.
I haven’t submitted a plan as I’m not teaching too much at the moment and my current approach probably reflects a dogme style. I appreciate that this is not an excuse for not planning and I usually have a number of activities available but the student concerned seems to like the flexibility and that she can share her needs and concerns during the class.
I enjoyed the Jason Anderson presentation. Whatever format I use, I always like to plan in around 10 minutes of ‘free’ time to allow for spontaniety but I’m not sure that would be allowed in some cases. When I did my Delta, I think I had to anticipate and plan for every moment.
Thank you for sharing.
November 24, 2021 at 00:12 #36490
Hello and apologies for uploading my lesson plan late…This is a lesson taught 6 years ago. Hope I will receive some helpful comments.
One doc that would not upload was the method of pairing students: they find a small piece of paper with a word written on it stuck under their chair; they need to go around to find a synonym for that word – by asking their colleagues.
Also, the ppt is too large in size…I turned all slides into jpeg, made an archive but still too big. I cannot upload it.
November 27, 2021 at 17:14 #37229Marcia ClarkeParticipant@marcia
I found your plan very easy to follow. It also seemed highly interactive and the activities/handout support the content. A lesson like this can easily be tweaked based on who the learners are. Curious about the timing. Did it work well?
Thank you for sharing.
December 5, 2021 at 16:59 #37537
Thank you for your comments, Marcia. Regarding timing, I tend plan too much, apparently… so it was tight indeed.
November 24, 2021 at 13:58 #36621Angharad Vernon-HuntParticipant@angharad
My apologies for joining this discussion late – I missed this task the first time around –
Here’s a link to a dropbox folder which has all the relevant materials and lesson plan etc to a lesson delivered to a group of upper-intermediate learners (if I remember correctly!) Please can I ask someone to let me know if the link doesn’t work and I’ll try to share it with you in another way. Thank you in advance!
November 24, 2021 at 14:42 #36669Angharad Vernon-HuntParticipant@angharad
Here are a few thoughts I had on the lesson plan that Gabi posted above:
1. Does the plan have clear and achievable aims? Yes, though I’m sure there could be a subsidiary aim to this lesson also?
2. Is the plan clear and easy to follow? It is, though I would probably suggest to a trainee that the language analysis section come after the procedure, and the background info on S and timetable fit etc come higher up in the plan.
3. Is the procedure logically ordered to meet the lesson aims? It seems to be yes – and looks like a ‘model’ has been followed.
4. Does the plan include some variety in interaction patterns and tasks? I think there is a good amount of variety in tasks here and whilst the interaction pattern isn’t shown (it might be an idea to get the trainee to include this to encourage them to think of the lesson from the learners’ point of view..) from what I can see there is enough variety.
5. Does the plan fit into the wider course aims? The course aims are unknown but previous lessons (grammar) are noted so some consideration to how it fits in with previous learning has been given which is good.
6. Do you think the plan will meet the learners’ needs? It looks like the lesson would help meet the main aim of the lesson. The assumptions section also goes some way to addressing this – though perhaps more info on the wider course aims would be helpful to answer this more accurately?
7. And any other ideas you have. I thought a chance for the leaners to reflect on the TL of the lesson would be nice – i.e. how often they think they might use it. They could also reflect on the lesson as a whole with a question like What do you think you will remember from the lesson? which could be helpful for the T to see what S engaged with mostly, and could inform future planning for this group. I particularly liked how S were encouraged to personalise the TL to make it more memorable and think the lead-in sounds very engaging and would likely be appropriate for a wide range of learners.
Thanks for sharing it Gabi!
November 27, 2021 at 16:40 #37225
November 28, 2021 at 00:47 #37232
November 30, 2021 at 08:46 #37328
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