lesson planning an introduction & overview. lesson plan type of plan depends on learning...
TRANSCRIPT
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LESSON PLANNING
An introduction & overview
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Lesson Plan
• Type of plan depends on learning required– Eg skill v knowledge v facilitation
• 2 functions– A strategy or plan for teaching– A series of cues
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Learning Outcomes• Must identify learning aims &
objectives
• Aim of lesson – Why lesson / course / session is being
done
• Objectives of the lesson– What do you want the students to be able
to do by the end of the lesson
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Aims & Objectives
The rational and
justification behind the
learning
SMART!
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SMART
•Specific•Measurable•Achievable•Realistic•Timely
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SESSION PLAN AND LEARNING OUTCOMES
NAME: Julie Spendlove and Alison Purdy
DATE & TIME: 5th April 2005 09.30 – 12.00
VENUE: Group Room 4, Pikes Lane Centre, Bolton
SESSION TITLE: Planning Teaching Sessions
GENERAL OBJECTIVE: To provide an introduction to the planning and delivery of a teaching session
SPECIFIC LEARNING OUTCOMES:By the end of the session the student will be able to:1.Discuss the preparation needed to deliver a teaching session2.Write specific aims and objectives 3.Discuss Blooms taxonomy in relation to learning outcomes4.Write a lesson plan and learning outcomes around the delivery of their own ‘foundation stone’.5.Have an awareness of learning contracts6.Select appropriate presentation skills to deliver their ‘foundation stone’.
NUMBER AND BACKGROUND / EXPERIENCE OF STUDENTS: 5 students - Mixed background & experience lifelong learning facilitators
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TIME LEARNING OUTCOME
TUTOR ACTIVITY STUDENT ACTIVITY ASSESSMENT RESOURCES
09.30 Welcome & Introduction Ice-breaker / Warm up – Initial game
ALISON
ListenParticipate in ice-breaker
09.40 2 Aims & Objectives JULIE
Listen Flipchart & pens
09.45 1 What do you need to prepare to deliver a teaching session?
ALISON
Brainstorm ideas Feedback from brainstorm
Flipchart & pens
09.55 2 & 4 What are SMART objectives?How do we write objectives?What are the benefits of writing a session plan?
JULIE
ListenDiscuss
Questions & Answers Flipchart & pensHandouts
10.05 3 Discuss Blooms Taxonomy ALISON
ListenDiscuss
Questions & Answers
10.15 2 Introduce task – set 3 SMART objectives relating to own ‘foundation stone’
JULIE & ALISON
Participate in activity Feedback from groupwork
Flipchart & pens
10.25 COFFEE
10.40 4 Students to look at own ‘foundation stone’ and devise session plan including learning outcomes to deliver back to group – individually at first
ALISON
Participate in task Feedback from task Flipchart & Pens
10.55 4 Share & develop ideas within groupJULIE & ALISON
Work in group Feedback within group
11.05 Feedback to remaining groupJULIE & ALISON
Groups to feedback Through feedback
11.20 5 Learning Contracts – what can they include – when would you use
ALISON
Listen Share ideasDiscuss
Questions & Answers Flipchart & Pens
11.35 6 Presentation Skills recap including assessmentJULIE
Listen Share ideasDiscuss
Questions & Answers Laptop & Projector
11.50 Any questions and recapJULIE & ALISON
Discuss Opportunity for questions
Questions & Answers
12.00 CLOSE
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• Time– Helps to keep you to time
• Learning Outcomes– Ensures all outcomes are achieved
• Tutor activity– Specifies teaching strategies including key questions
• Student activity – What the student will be doing – try and change
activities regularly approx every 15 mins
• Assessment– Assesses students learning
• Resources– A check list and prompt for resources
Benefits of Lesson Planning
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Preparation
• Know your students.– “one size does not fit all!”
• General Objective / overall session aim.
• Learning outcomes / objectives.
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Objectives / outcomes
• S• M• A• R• T
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Blooms Taxonomy• 3 types of learning• Cognitive
– Knowledge and intellectual skills.
• Affective– Emotions e.g enthusiasm, motivation,
attitudes.
• Psychomotor– Motor skills
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• The learner will list the different learning styles.
• The learner will explain the different learning styles.
• The learner will justify the value of LLL.
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Learning contract
• What can the learner expect from you?
• What do you expect from the learner?
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Presentation Skills
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Effective Presentations
Presenter
EnvironmentResources
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Environment
• Room layout• Temperature• Lighting• Relaxed
atmosphere• Music
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Resources
• Use effectively• Vary teaching aids
through the session• Flipchart• Whiteboards• OHP• PowerPoint• Handouts• Audio-visual
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Flipchart
• DO
– Write in large letters
– Be concise– Use for
brainstorming– Pre-prepare
• DON’T
– Clutter with too many words
– Flip pages
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Overhead Projector• DO
– Use bullets– Keep concise– Prepare
professionally– Use large font– Watch spelling
• DON’T
– Leave on too long– Clutter– Avoid
handwritten – Skip points
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PowerPoint
• DO– Prepare equipment– Know how to use– Use bullets– Keep concise– Check background– Use clipart
• DON’T– Use unless confident– Overkill – ‘Death by
PowerPoint’
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Presenter
• Confident• Enthusiastic• Knowledgeable• Prepared /
Structured• Clear & concise• Good pace• Time management
• Group interaction• Use of anecdotes• Approachable• No barriers• Good voice
projection• Eye contact• Dress
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BODY LANGUAGE
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YOUR BODY CANNOT KEEP A SECRET!!
• Posture– Can indicate how you feel
• Appearance – Will have an impact
• Dress – Be Smart
• Facial– Your face is a window
• Eye contact– Maintain but don’t concentrate on one
person
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Nervousness
EVERYONE SUFFERS FROM NERVES!!
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Common reasons for nerves• Fear of failure• Fear of appearing foolish• Fear of breakdown• Sense of inferiority• Isolated
Nerves can be good but must be controlled
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Controlling Nerves• Prepare
– Identify main points– Plan & structure– Prepare notes & teaching
aids
• Know your subject – be informed
• Know your objectives• Know your audience• Practice
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Delivery
• Influences impact– Good voice & pace– Humour– Eye contact– Avoid fidgeting– Be natural – be yourself!– Good preparation is MORE than half the
battleRELAX & BE CONFIDENT