lesson planning, homework, assessment for session with kazakh teachers of science

Lesson Planning,Homework,Assessment

Robert J. DickeyKeimyung University

Korea TESOL

Lesson Planning

Robert J. DickeyKeimyung University

Korea TESOL

Lesson Conceptualization

• Aims/Objectives – Why are you teaching this class?– Linguistic– Content– Other

Purpose of the Lesson Plan

• a clear working document, another teacher could pick up it and use

• Coverage of subject matter– Comprehensive– Organized

• Cohesion & Variety• Inter-lesson consistency?• Exploitation of materials

Pre-Planning (Harmer, 1983)

Lesson Development Framework1. Identify the specific

course & group of students to teach.

2. Identify the content to be utilized.

3. Identify why the students should care.

4. Identify the specific “leaning ojective.”

5. Develop/locate an exemplar text.

6. Design student re-sponses to the text.

7. Students check their own work, and of their peers.

8. Groupwork.9. Students create

new stories / end-ings, and tell groupmates.

10.Testing.

XXX(+X)?

• X – eXplain

• X – eXample

• X – eXercise

• X - eXamination

PPP

• PresentationLecture

• PracticeExercises, Drills

• ProductionControlled,

Substitutions

Presumption of “linear development”

PPP(+P?)

• PresentationLecture

• PracticeExercises, Drills

• ProductionControlled,

Substitutions• Personalization?

Not Traditional

IDC

• Introduction(Less than 5 minutes)

• Development

• Consolidation

Test-Teach-Test

• Pre-test (Do I need to teach this?)– Eliciting – “Who knows this?”– “Mini-Task”– How well do they know this (comparison)?

• Teach(Method not specified)

• Post-Test (assess Learners & Lesson)– Did they learn – Do I need to re-teach?

OHE (M. Lewis)

• Observe(read or listen to language) which will then provoke them to

• Hypothesizeabout how the language works before going on to

• Experimenton the basis of that hypothesis

Deep-end Strategy (K. Johnson)

• Turn PPP, etc on its head– Encouraging the students into immedi-

ate production– Followed by instruction (as needed)

• The extreme --Set a task andask students toperform.

Other Elements to consider• Warmer • Review last

class• Elicitation• Check Home-

work• Peer-Coaching• Extension

• Homework As-signment

• Review this class

• Preview next class

• Fillers• Wind-down

Classroom Tools

• Visual Aids (more than powerpoint)– visual impact– helpful– replace words– fun– show students you under-

stand their difficulties• Multimedia & Audio Aids

Instructional Techniques

• Consciousness-Raising – Activities

• Teacher (or Learner) -driven

– Drawing awareness to– Language properties– for FUTURE noticing

• Noticing– Where “input” may become

“intake”

Features of a Lesson Plan• Aims• Timing• Stages (Phases)• Motivations• Teacher does• Learners do• Assumptions• Classroom Setting

• Materials needed– Book/handouts– Visuals/realia– Audio/multimedia

• Classroom setting• Number of learners• Anticipated

– Problems– Outcomes

Other Considerations

• Learner Focus– not just “teaching steps”

• Interactions– T-Ss, S-S, Ss-Ss(4s)…

• Recent Work• Share aims and usefulness (and

steps? with the learners?• Instructional Scripts

Lesson Planning Template

Robert J. DickeyKeimyung University(Daegu, S. Korea)

robertjdickey@yahoo.com

Homework

Robert J. DickeyKeimyung University

Korea TESOL

Purpose

Major Aims of Homework

• Pre-Classroom (Preparation)• Time Expansion• Reinforcement• Assessment• Discovery• Subject Expansion• Expected (Busywork)

BUT…

• Do all students do as expected?• CAN all students do as expected?• Adding work to the teacher?• Are outcomes as expected?• See “Flipped” for another perspective

Robert J. DickeyKeimyung University(Daegu, S. Korea)

robertjdickey@yahoo.com

AssessmentMore questions than

answers

Defining Assessment

Opening Quiz!Rank the following in determining student grades.__ performance (as indicated in formal tests, quizzes, etc)__ (oral) participation in class__ improvement over the course__ behavior in class__ effort__ motivation__ assignments__ punctuality and attendance__ intuitive, informal assessments of class performance (Most important = 1, Least/Not important = 9)

Learning Objectives

Bloom’s Taxonomy

Learning Objectives

What are we testing?

• Overall English– competence? proficiency? skill?

• Mastery of course content• Needs of students• Improvements during the course• Teaching performance• Coursebook / Curriculum

Mandatory Grade Distributions

Oral & Written test forms

Robert J. DickeyKeimyung University(Daegu, S. Korea)

robertjdickey@yahoo.com

See all Powerpoints athttp://content-english.org/kazakh/

http://slideshare.net/RobertDickey/