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is a log of what has been taught. 4. A plan can help a substitute to smoothly
take over a class when the teacher cannot teach.
Daily planning of lessons also benefits students because it takes into
account the different backgrounds, interests, learning styles, and abilities of
the students in one class.
Models of lesson planning:
There are a number of approaches to lesson planning. The dominant
model of lesson planning is Tyler”s rational-linear framework. Tyler”s
model has four steps that run sequentially: 1. Specify objectives; 2. Select
learning activities; 3. Organize learning activities; and 4. Specify methods of
evaluation. More important, he found that teachers were not well prepared in
teacher-education programs for lesson planning.
In response to these findings, Yinger developed an alternative
model in which planning takes place in stages. The first stage consists of
“problem conception” in which planning starts with a discovery cycle of the
integration of the teacher”s goals, knowledge, and experience. The second
stage sees the problem formulated and a solution achieved. The third stage
involves implementing the plan along with its evaluation. Yinger sees this
process as becoming routine, whereby each planning event is influenced by
what went on before and what may happen in the future. He also sees a place
for considering each teacher”s experiences as influencing this ongoing
process of planning.
How to plan a lesson: Developing the plan:
An effective lesson plan starts with appropriate and clearly written
objectives. An objective is a description of a learning outcome. Objectives
describe the destination we want our students to reach. Clear, well-written
objectives are the first step in daily lesson planning. These objectives help
state precisely what we want our students to learn, help guide the selection of
appropriate activities, and help provide overall lesson focus and direction.
They also give teachers a way to evaluate what their students have learned at
the end of the lesson. Clearly written objectives can also be used to focus the
students (they know what is expected from them).
Figure 1:
Lesson phase
Role of teacher
Role of students:
1.Perspective Asks what students have learned in previous lessons
Tell what they”ve learned
Previews new lesson.
previously.
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2. Simulation. Prepares students for new activity.
Relate activity to their lives.
Presents attention grabber.
3.Instruction Presents activity.
Do activity.
Participation. Checks for understanding.
Show understanding.
Encourages involvement.
Interact with others.
4.Closure Asks what students have learned.
Tell what they have learned.
Previews future lessons Give input on future lessons.
5.Follow-up Presents other activities to reinforce same concepts.
Do new activities.
Presents opportunities for interaction. Interact with others.
The following questions may be useful for language teachers to
answer before planning their lessons:
. What do you want the students to learn and why?
. Are all the tasks necessary- worth doing and at the right level?
. What materials, aids, and so on, will you use and why?
. What type of interaction will you encourage- pair work or group
work- and why?
. What instructions will you have to give and how will you give
them (written, oral, etc.?) What
questions will you ask?
. How will you monitor student understanding during the
different stages of the lesson?
Implementing the plan:
Implementing the lesson plan is the most important and difficult
phase of the daily lesson planning cycle. In this phase the lesson plan itself
will retreat into the background as the reality of the class takes over.
However, teachers should remember that the original plan was designed with
specific intentions in mind and the plan was based in the teacher”s diagnosis
of the learning competence of the students. Teachers may need to make
certain adjustments to the lesson at the implementation phase.When the
lesson is not succeeding, teachers should make immediate adjustments to the
original plan. This is difficult for beginning teachers because they may not
have the necessary experience to recognize that things are going badly. They
may also lack sufficient knowledge to develop contingency plans substitute
in such cases.
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When implementing their lesson plan, teachers might try to monitor
two important issues, namely lesson variety and lesson pacing. Variety in
lesson delivery and choice of activity will keep the class lively and
interested. To vary a lesson, teachers should frequently change the tempo of
activities from fast-moving to slow. They can also change the class
organization by giving individual tasks, pair work, group work, or full class
interaction. Activities should also vary in level of difficulty, some easy and
others more demanding. The activities should also be of interest to the
students, not just to the teacher.
The following example of making a plan exemplifies how a teacher
might proceed from pre-planning to a final plan.
Pre-planning background: for this lesson, some of the facts
that feed into pre-planning decisions are as follows:
1.The class is at intermediate level. There are 31 students. They are
between the ages 18 and 31. They are enthusiastic and participate well when
not overtired.
2.The students need “waking up” at the beginning of lesson.
3.They are quite prepared to “have a go” with creative activities.
4.Lessons take place in a light classroom equipped with a whiteboard
and an overhead projector.
5.The overall topic thread into which the lesson fits involves forms of
transport and different travelling environments.
6.The next item on the grammar syllabus is the construction should
have+ DONE.
7.The students have not had any reading skills work recently.
8.The students need more oral fluency work.
Pre-planning decisions: as a result of the background
information listed above the teacher takes the following decisions:
1.The lesson should include an oral fluency activity.
2.The lesson should include the introduction of should have +DONE.
3.It would be nice to have some reading in the lesson.
4.The lesson should continue with the transport theme- but make it
significantly different in some way.
On the basis of pre-planning decisions the teachers make their plan.
The final part of daily lesson planning happens after the lesson has
ended. It is important to think after teaching a lesson and ask “whether it was
a good one or not, and why”. This form of reflection is for self-development.
Of course, both “ success” and “failure” are relative terms and their
definitions will vary according to each individual teacher”s and student”s
perspective.
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