8-лекция.

Тақырыбы: Lesson planning

Лекция жоспары:
Lesson planning
Лекция мақсаты:
To provide an overview of foreign language teaching strategies based upon theory, practicum,
and creativity.
To allow for full discussion and analysis of past and current thinking in second language
acquisition in principle and in application.
To prepare the foreign language teacher with the necessary know-how, dexterity, and confidence
to be a capable teacher of foreign languages.
Лекцияның мәтіні:
A lesson plan is the instructor’s road map of what students need to learn and how it will be done
effectively during the class time. Then, you can design appropriate learning activities and
develop strategies to obtain feedback on student learning. Having a carefully constructed lesson
plan for each 3-hour lesson allows you to enter the classroom with more confidence and
maximizes your chance of having a meaningful learning experience with your students.
A successful lesson plan addresses and integrates three key components:
 Learning Objectives
 Learning activities
 Assessment to check for student understanding
A lesson plan provides you with a general outline of your teaching goals, learning objectives,
and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in
which everything goes exactly as planned, but one in which both students and instructor learn
from each other. You may refer to an example of a 3 hour lesson plan here.
1. Identify the learning objectives
Before you plan your lesson, you will first need to identify the learning objectives for the lesson.
A learning objective describes what the learner will know or be able to do after the learning
experience rather than what the learner will be exposed to during the instruction (i.e. topics).
Typically, it is written in a language that is easily understood by students and clearly related to
the program learning outcomes. The table below contains the characteristics of clear learning
objectives:
Characteristic Description

Clearly stated tasks Free from jargon and complex vocabulary; describe specific and
achievable tasks (such as ‘describe’, ‘analyse’ or ‘evaluate’) NOT
vague tasks (like ‘appreciate’, ‘understand’ or ‘explore’).

Important learning Describe the essential (rather than trivial) learning in the course which
goals a student must achieve.

Achievable Can be achieved within the given period and sufficient resources are
available.
Demonstrable and Can be demonstrated in a tangible way; are assessable; achievement
measurable and quality of achievement can be observed.

Fair and equitable All students, including those with disabilities or constraints, have a
fair chance of achieving them.

Linked to course and Consider the broader goals - i.e. course, program and institutional
program objectives goals.
2. Plan the specific learning activities
When planning learning activities you should consider the types of activities students will need
to engage in, in order to develop the skills and knowledge required to demonstrate effective
learning in the course. Learning activities should be directly related to the learning objectives of
the course, and provide experiences that will enable students to engage in, practice, and gain
feedback on specific progress towards those objectives.
As you plan your learning activities, estimate how much time you will spend on each. Build in
time for extended explanation or discussion, but also be prepared to move on quickly to different
applications or problems, and to identify strategies that check for understanding. Some questions
to think about as you design the learning activities you will use are:
What will I do to explain the topic?
What will I do to illustrate the topic in a different way?
How can I engage students in the topic?
What are some relevant real-life examples, analogies, or situations that can help students
understand the topic?
What will students need to do to help them understand the topic better?
Many activities can be used to engage learners. The activity types (i.e. what the student is doing)
and their examples provided below are by no means an exhaustive list, but will help you in
thinking through how best to design and deliver high impact learning experiences for your
students in a typical lesson.

Activity Type Learning Description

Activity

Interaction with Drill and Problem/task is presented to students where they are
content practice asked to provide the answer; may be timed or
untimed
Students are more likely
to retain information Lecture Convey concepts verbally, often with visual aids (e.g.
presented in these ways presentation slides)
if they are asked to
interact with the Quiz Exercise to assess the level of student understanding
material in some way. and questions can take many forms, e.g. multiple-
choice, short-structured, essay etc.

Student Oral report where students share their research on a

presentation topic and take on a position and/or role

Interaction with digital Game Goal-oriented exercise that encourages collaboration

content and/or competition within a controlled virtual
environment
Students experiment with
decision making, and Simulation Replica or representation of a real-world phenomenon
visualise the effects that enables relationships, contexts, and concepts to be
and/or consequences in studied
virtual environments

Interaction with others Debate Verbal activity in which two or more differing
viewpoints on a subject are presented and argued
Peer relationships,
informal support Discussion Formal/informal conversation on a given
structures, and teacher- topic/question where the instructor facilitates student
student sharing of responses to the questions, and building
interactions/relationships
upon those responses

Feedback Information provided by the instructor and/or peer(s)

regarding aspects of one’s performance or
understanding

Guest Feelings, thoughts, ideas and experiences specific to a

Speaker given topic are shared by an invited presenter

Problem solving and Case Study Detailed story (true or fictional) that students analyse
Critical thinking in detail to identify the underlying principles,
practices, or lessons it contains
Presenting students with
a problem, scenario, Concept Graphical representation of related information in
case, challenge or design Mapping which common or shared concepts are linked together
issue, which they are
then asked to address or Real-world Planned set of interrelated tasks to be executed over a
deal with provides
projects fixed period and within certain cost and other
students with
opportunities to think limitations, either individually or collaboratively
about or use knowledge
and information in new
and different ways

Reflection Reflection Written records of students’ intellectual and emotional

journal reactions to a given topic on a regular basis (e.g.
The process of reflection weekly after each lesson)
starts with the student
thinking about what they
already know and have
experienced in relation
to the topic being
explored/learnt. This is
followed by analysis of
why the student thinks
about the topic in the
way they do, and what
assumptions, attitudes
and beliefs they have
about, and bring to
learning about the topic.
It is important that each learning activity in the lesson must be (1) aligned to the lesson’s
learning objectives, (2) meaningfully engage students in active, constructive, authentic, and
collaborative ways, and (3) useful where the student is able to take what they have learnt from
engaging with the activity and use it in another context, or for another purpose
3. Plan to assess student understanding
Assessments (e.g., tests, papers, problem sets, performances) provide opportunities for students
to demonstrate and practice the knowledge and skills articulated in the learning objectives, and
for instructors to offer targeted feedback that can guide further learning.
Planning for assessment allows you to find out whether your students are learning. It involves
making decisions about:
the number and type of assessment tasks that will best enable students to demonstrate learning
objectives for the lesson
Examples of different assessments
Formative and/or summative
the criteria and standards that will be used to make assessment judgements
Rubrics
student roles in the assessment process
Self-assessment
Peer assessment
the weighting of individual assessment tasks and the method by which individual task
judgements will be combined into a final grade for the course
information about how various tasks are to be weighted and combined into an overall grade must
be provided to students
the provision of feedback
giving feedback to students on how to improve their learning, as well as giving feedback to
instructors how to refine their teaching
To learn more about designing assessment
4. Plan to sequence the lesson in an engaging and meaningful manner
Robert Gagne proposed a nine-step process called the events of instruction, which is useful for
planning the sequence of your lesson. Using Gagne’s 9 events in conjunction with Bloom’s
Revised Taxonomy of Educational Objectives (link) aids in designing engaging and meaningful
instruction.
Gain attention: Obtain students’ attention so that they will watch and listen while the instructor
presents the learning content.
Present a story or a problem to be solved
Utilize ice breaker activities, current news and events, case studies, YouTube videos, and so on.
The objective is to quickly grab student attention and interest in the topic
Utilize technologies such as clickers, and surveys to ask leading questions prior to lecture, survey
opinion, or gain a response to a controversial question
Inform learner of objectives: Allow students to organize their thoughts regarding what they are
about to see, hear, and/or do.
Include learning objectives in lecture slides, the syllabus, and in instructions for activities,
projects and papers
Describe required performance
Describe criteria for standard performance
Stimulate recall of prior knowledge:
Help students make sense of new information by relating it to something they already know or
something they have already experienced.
Recall events from previous lecture, integrate results of activities into the current topic, and/or
relate previous information to the current topic
Ask students about their understanding of previous concepts
Present new content: Utilise a variety of methods including lecture, readings, activities, projects,
multimedia, and others.
Sequence and chunk the information to avoid cognitive overload
Blend the information to aid in information recall
Bloom's Revised Taxonomy can be used to help sequence the lesson by helping you chunk them
into levels of difficulty.
Provide guidance: Advise students of strategies to aid them in learning content and of resources
available. With learning guidance, the rate of learning increases because students are less likely
to lose time or become frustrated by basing performance on incorrect facts or poorly understood
concepts.
Provide instructional support as needed – as scaffolds (cues, hints, prompts) which can be
removed after the student learns the task or content
Model varied learning strategies – mnemonics, concept mapping, role playing, visualizing
Use examples and non-examples
To find out more about scaffolding student learning, click here
Practice: Allow students to apply knowledge and skills learned.
Allow students to apply knowledge in group or individual activities
Ask deep-learning questions, make reference to what students already know or have students
collaborate with their peers
Ask students to recite, revisit, or reiterate information they have learned
Facilitate student elaborations – ask students to elaborate or explain details and provide more
complexity to their responses
Provide feedback: Provide immediate feedback of students’ performance to assess and facilitate
learning.
Consider using group / class level feedback (highlighting common errors, give examples or
models of target performance, show students what you do not want)
Consider implementing peer feedback
Require students to specify how they used feedback in subsequent works
Assess performance: To evaluate the effectiveness of the instructional events, test to see if the
expected learning outcomes have been achieved. Performance should be based on previously
stated objectives.
Utilise a variety of assessment methods including exams/quizzes, written assignments, projects,
and so on.
Enhance retention and transfer: Allow students to apply information to personal contexts. This
increases retention by personalising information.
Provide opportunities for students to relate course work to their personal experiences
Provide additional practice
5. Create a realistic timeline
A list of ten learning objectives is not realistic, so narrow down your list to the two or three key
concepts, ideas, or skills you want students to learn in the lesson. Your list of prioritized learning
objectives will help you make decisions on the spot and adjust your lesson plan as needed. Here
are some strategies for creating a realistic timeline:
Estimate how much time each of the activities will take, then plan some extra time for each
When you prepare your lesson plan, next to each activity indicate how much time you expect it
will take
Plan a few minutes at the end of class to answer any remaining questions and to sum up key
points
Plan an extra activity or discussion question in case you have time left
Be flexible – be ready to adjust your lesson plan to students’ needs and focus on what seems to
be more productive rather than sticking to your original plan
6. Plan for a lesson closure
Lesson closure provides an opportunity to solidify student learning. Lesson closure is useful for
both instructors and students.
You can use closure to:
Check for student understanding and inform subsequent instruction (adjust your teaching
accordingly)
Emphasise key information
Tie up loose ends
Correct students’ misunderstandings
Preview upcoming topics
Your students will find your closure helpful for:
Summarizing, reviewing, and demonstrating their understanding of major points
Consolidating and internalising key information
Linking lesson ideas to a conceptual framework and/or previously-learned knowledge
Transferring ideas to new situations
There are several ways in which you can put a closure to the lesson:
state the main points yourself (“Today we talked about…”)
ask a student to help you summarize them
ask all students to write down on a piece of paper what they think were the main points of the
lesson
During the class: Presenting your lesson plan
Letting your students know what they will be learning and doing in class will help keep them
more engaged and on track. Providing a meaningful organisation of the class time can help
students not only remember better, but also follow your presentation and understand the rationale
behind the planned learning activities. You can share your lesson plan by writing a brief agenda
on the whiteboard or telling students explicitly what they will be learning and doing in class.
After the class: Reflecting on your lesson plan
Take a few minutes after each class to reflect on what worked well and why, and what you could
have done differently. Identifying successful and less successful organization of class time and
activities would make it easier to adjust to the contingencies of the classroom. If needed, revise
the lesson plan.
Оқытудың техникалық құралдары: интерактивті тақта, проектор, сызба– кестелер
Оқытудың әдістері мен түрлері: баяндау, сұрақ–жауап, түсіндіру, кіріспе лекция, пікір-
талас.
Деңгейлік тапсырмалар:
І-ші деңгей:
What is lesson planning?
ІІ-ші деңгей:
What are the main parts of lesson planning?
ІІІ-ші деңгей:
What makes the lesson effective?
ОБӨЖ тапсырмалары:
Write an essay on the topic “What makes the lesson effective?”
БӨЖ тапсырмалары:
5-minute Speaking (Listening, Reading, Writing) Activity
Пайдаланылған әдебиеттер:
Негізгі әдебиеттер:
1. Selected lectures on Methodology of Teaching a Foreign Language for advanced
students. Turkestan. Turan, 2011. G. T. Segizova, D. T. Dadashov.
2. The TKT.: Teaching knowledge test. Course. Modules 1, 2 and 3. Cambridge University
Press, 2014. M. Spratt, A. Pulverness, M. Williams.
3. Planning lessons and Courses. Cambridge Handbooks for Language Teachers.
Cambridge 2012. Tessa Woodward.
4. Task-Based Language Teaching. A comprehensively revised edition of Designing Tasks
for the Communicative Classroom. Cambridge 2011. David Nunan.
5. Classroom Observation Tasks. Cambridge, 2011. Ruth Wajnryb.
Қосымша әдебиеттер:
1. The Effect of the EPOSTL on the Self-Evaluation of the StudentTeachers of English.
Монография. Шымкент, 2020. М.Е.Сейтова.