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Planning for LearningKey words: learning, teaching, relationships, skills, contents, competencies*, design, resources
November 2013
Postítulo TEFL. Universidad Alberto Hurtado.
Facilitator: Mauricio Miraglia
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Activity 0a: Watch & take notes
http://www.youtube.com/watch?v=HsnXZdKpQWI
http://www.youtube.com/watch?v=Tygw2XPSXwE
http://www.youtube.com/watch?v=bOQ9XKPbf78
http://www.youtube.com/watch?v=5HWP6HBczpM
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Activity 0b:Conversation based on videos
a. What did the teacher do?
b. What did students do?
c. What did they learn?
d. How did they learn?
e. Was there a plan? Yes? No?
f. Were resources used? If so, were they effectively used? What did they trigger?
1) http://www.youtube.com/watch?v=HsnXZdKpQWI
2) http://www.youtube.com/watch?v=Tygw2XPSXwE
3) http://www.youtube.com/watch?v=bOQ9XKPbf78
4) http://www.youtube.com/watch?v=5HWP6HBczpM
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Activity 1a
What do students need to learn in the English lesson?
(discuss in groups and share)
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Activity 1bWhat do students need to learn in the English lesson?
Rank the following based on significance
1. Language skills : reading, listening, speaking, writing
2. Thinking culture (making of) : observations, interpretations, inference, hypotheses, problem-posing
3. Attitudes: openness to new cultures and identities, willingness to learn English, inquisitive
perspective
4. Language contents: phonetics, vocabulary, syntax
5. Knowledge across disciplines: emphasis on contents such as history, science, arts, etc.
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Discussion Point
Do we plan to instruct or do we plan to educate?
Analysis of purposes and audiences for whom we plan.
A possible underlying question has to do with the concept of education we
adhere to.
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Activity 1c: revisiting our rankingWhat do students need to learn in the English lesson?
Rank the following based on significance
1. Language skills : reading, listening, speaking, writing
2. Thinking culture (making of) : observations, interpretations, inference, hypotheses, problem-posing
3. Attitudes: openness to new cultures and identities, willingness to learn English, inquisitive
perspective
4. Language contents: phonetics, vocabulary, syntax
5. Knowledge across disciplines: emphasis on contents such as history, science, arts, etc.
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Activity 2a: A typical lesson structure:
let’s check in with each other!
3 major phases
Introduction
Core
Closure
Actions performed by
teachers?
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Activity 2b: A typical lesson structure
3 major phases
A. Introduction
B. Core
C. Closure
When do we…?
1. Check instructions
2. Promote development of language skills
3. Set a task
4. Recapping main points
5. Check attendance
6. Ask CCQs
7. Draw a seating chart
8. Raise a problem
9. Design a picture slideshow
10. Set a topic
11. Promote thinking skills
12. Relate to next learning
13. Make menu explicit
14. Monitor group / pair / individual
activities
15. Evaluate purpose
16. Check learning achievement
Actions performed by teachers
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Activity 2c: What are students doing?
Teachers…. Students…
???1. Check instructions
2. Promote development of language skills
3. Set a task
4. Check attendance
5. Ask CCQs
6. Raise a problem
7. Set a topic
8. Promote thinking skills
9. Make menu explicit
10. Monitor group / pair / individual
activities
11. Evaluate purpose
12. Check learning achievement
13. Promote attitudes
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Activity 2d: A typical lesson structure :
let’s check in with each other!
3 major phases
Introduction
Core
Closure
Actions performed by
students when we… 1.Check instructions
2.Promote development of language skills
3.Set a task
4.Recapping main points
5.Check attendance
6.Ask CCQs
7.Draw a seating chart
8.Raise a problem
9.Design a picture slideshow
10.Set a topic
11.Promote thinking skills
12.Relate to next learning
13.Make menu explicit
14.Monitor group / pair / individual activities
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Activity 3a: think & discussOur lesson plan comes from
1. The textbook?
2. The curriculum (national / district / school)?
3. The unit plan?
4. The year plan?
5. Anything else?
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Activity 3b: think & discuss
Our lesson is primarily informed by
1. Content & skills students need to know?
2. A problem the teacher/s have detected?
3. The curriculum?
4. Anything else?
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Activity 4
What makes resources have an impact in the lesson?
(open discussion)
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Digital big book task 1
Think of how / who / when your big book can be
implemented
(individual task 1)
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Digital big book task 2
Think of how your big book could be edited changed a bit or
completely changed: state arguments for your decisions.
(individual task 2)
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Considerations for your next
lesson plan & big book design
1. Students (age, level, social context)
2. Problem addressed
3. Learning goal
4. Level
5. Language involved
6. Assessment
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Planning for LearningKey words: learning, teaching, relationships, skills, contents, competencies*, design, resources
November 2013
Postítulo TEFL. Universidad Alberto Hurtado.
Facilitator: Mauricio Miraglia