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More than about the perfect lesson planning

Lesson planning is a meaning chemical element of the teaching-learning system. Information technology helps teachers to create a logical sequence of stages and activities to accomplish the learning objectives, think over better timing for activities, reverberate on the lesson and and then on. A lot of teachers wonder how to create an constructive lesson plan, what stages it should include, how to set clear lesson goals, the listing goes on.

Skyteach invited Mihaela Dascalu to deport a webinar «The Perfect Lesson Programme «. Mihaela shared her knowledge on the best strategies of lesson planning and chief components of a lesson plan, talked virtually the difference betwixt lesson aims and learning outcomes, writing clear and measurable learning outcomes. Beneath you'll detect the answers to the questions the speaker didn't accept time to reply during the webinar.

Do you think a 25min lesson can be productive? We spend 5 min for authoritative issues, v min for warm up, results of the lesson — 5 min. And so only10 min for main activity.

I assume that a 25-minute lesson is for very young learners, whose attending span is very limited. I confess I have never taught such a short lesson. Maybe I have wrongly assumed that the most common classroom time is 50 minutes minimum.

For the chief activity, 10 minutes can be enough, depending on what you want to do, but a lesson cannot be made of i activity. In that location should be a number of two or iii activities that build upwardly into the principal/productive activity, which, if non finished in grade, can exist taken home equally homework. Merely once more, information technology depends.

For a 25-minute lesson, the admin stuff should be kept to a minimum or ignored if possible (just notice and practice it right earlier form or afterwards class). The warm upward could be just questions 'How are you today?' and go into a lead in activity to introduce the students to the new topic. For very immature learners a vocabulary building action and a game with that vocabulary equally the principal 'production' activity seems enough.

When is the all-time time to create a lesson program: while creating a term plan or but earlier the lesson?

Although I do know that the policies of some schools require that the teachers present their lesson plans for a month in advance at least, this seems a non-sense to me. You tin can prepare your lessons a week in advance or the mean solar day before the lesson. If you are an experienced instructor and saved some lessons that worked well earlier, you but need to alter the plan to fit your new group of students (the class profile will assistance you make these adjustments).

In a term, yous practice know how many classes you take. After you take studied the curriculum objectives and the syllabus for that class, you need to create a framework of work. So now that you have the whole course objectives and the number of class hours, you lot demand to allocate one grade for 'getting to know your students', for diagnostic testing to find out the linguistic communication needs of your students (this will go in the class profile), mid-grade testing/cess if necessary, and terminal class or classes for exams, and the residue goes to class teaching the material.

Y'all plan just the topics and the aims. You can even sketch a plan for each, just not detailed lesson plans, because yous do not know what is going to happen in the reality of the form. Exit the writing of full lesson plans till you are closer to the lessons themselves only at to the lowest degree you accept a framework to work from.

How can I sympathise that the plan was a success from student's feedback?

It is Non the program that is successful but the lesson you taught guided by that plan. Good indicators might include the smiles the students give y'all at the end of the grade, the fact that some may want to chat with yous about the lesson at the end, that they may leave the classroom chatting in English language, or by formally giving them a check-out card 2 minutes before the bell rings where they have to write one activity they enjoyed, and one activeness that was not useful. Naturally, these volition be bearding and you will collect them from each student leaving the classroom.

Is it better to have a lesson plan every lesson printed or in my mind?

It can exist printed, handwritten equally a full plan or in the form of notes with each activity and its timing but most importantly, write the learning objectives of that lesson not to lose sight of what you lot want your students to larn in that lesson. Yes, the students might achieve them all or not, but these are the red flags that drive your lesson and will assistance you reverberate on your lesson afterward it is done.

Should I prepare a lesson plan (like y'all introduced in the webinar) every lesson?

If you are a beginner instructor, I would strongly recommend that you write total lesson plans fifty-fifty though they take fourth dimension. This full lesson program is a deep-thinking procedure, but it is well worth information technology. Afterward you become used to it, you lot exercise non need to write as much because you will get accustomed to this catamenia of thinking almost your lessons. The instructor'south aim and the learning objectives will nonetheless have to exist written down…and even on the lath for your students so that they also tin can see where y'all are going and the reasons behind the activities you are doing with them.

Should we check homework earlier warm-up?

If you lot gave them homework, yes.

How much time do we accept to check the previous homework?

Information technology all depends on the type of homework that you lot have given them. The time for checking homework is up to you lot. Do not spend a lot of time doing information technology. If it is a written piece, just collect and correct them after course or and during class if your students are engaged in independent activities that do not crave your immediate control (naturally, still keep an eye on them).

Is it possible (and wise) to gear up homework at the starting time of a lesson?

I have never tried myself and I cannot imagine it done this way. I think if you do this, some students might think only of it and will try to kickoff doing it during your form to avoid working at home, and this can exist very disruptive.

What do you do if the fourth dimension allotted for the speaking activity (e.yard. discussion) has run out, simply the students haven't finished the activity and feel like speaking on?

This is a classroom direction upshot. That is why we demand to limit the students' time for doing an activity. This time limit has to be set when you give them the instructions. Merely allow a reasonable and realistic amount of time for a speaking activity (in groups or pairs). The students need to know how long they have, and you tin even inquire them once more when you check instructions: 'How much time practice you have?' Tell them that they will not exist granted actress fourth dimension. This will continue them focused and on track. You just need to exist quite strict. Well, if something actually interesting comes up, and then allow them a petty more time to finish if you accept that time.

How to measure your time on activities, especially with big groups?

This comes with feel and noesis of your group of students. Try setting one time limit for a type of activity and if it works well y'all tin permit the aforementioned amount of fourth dimension once more when you accept the same blazon of activeness. It is just trial-and-fault based on your knowledge of the group. After a few attempts, you will time your activities better.

Which role of the lesson planning can be the about time-consuming?

Good question. For me, it is the writing of the SMART learning objectives because it takes a lot of thinking based on noesis of the group, the aims of the lesson taken from the official curriculum, the teaching aids I have available, and the corporeality of time I have.

I forgot to mention this during the webinar: the learning objectives should exist S.M.A.R.T., i.e. Specific, Measurable, Doable (in the time-frame nosotros accept at our disposal), Relevant, and Time-leap.

Choosing the right activities leading to the concluding productive/creative action could be fourth dimension-consuming for a novice instructor. The coursebooks are usually helpful because you have everything at that place unless y'all determine that some coursebook activities are boring, non that useful to achieve one learning objective or some other, or not quite relevant for your students, in which case yous need to wait for something else and this may take some fourth dimension.

How long does information technology have you lot to write a lesson plan like this (like presented in the webinar)?

It takes me between an hour or two if I build a lesson from scratch, i.e. when I do non follow a coursebook. I repeat, it takes some fourth dimension in the beginning when you lot are non used to it merely when y'all go familiar with the thinking processes behind information technology, information technology does not accept more than half an 60 minutes. I am not counting here the time to practise photocopies or write your own chore-sheets or handouts.

If a student has some questions non connected with this particular aim of the lesson ( maybe he doesn't understand something and it can make bug in the futurity) is it possible to reply them to make it clear and then get back to the plan?

It depends on the question. If yous tin can answer quickly merely to that educatee, yes, of grade, get back to your plan. In case at that place are more students who have the aforementioned question and they need extended explanations that are really important considering, otherwise, you will not be able to go on your lesson, then stop everything, explicate/clarify/elicit from other students and endeavor to move on. Sometimes, these situations tin can become LEARNING OPPORTUNITIES, and these you cannot plan. They just happen so do non ignore them. Leave the plan aside and deal with what the students demand at that moment. (You need to use your knowledge of the group and your intuition to see if that is a genuine learning need and non a 'trap' set by your students to throw you off track.)

May the teacher use communicative games for reflection?

The reflections that I was talking near in the webinar is the teacher's mail-lesson cocky-reflection to run into what went well, what did not and why, and how they can improve his/her teaching by choosing new personal aims.

If you desire, you can take your students reflect on their own learning at the stop of the lesson and this reflection can be washed as a chatty pair or group activity. The teacher could utilize the results of this kind of activity for his/her ain post-lesson reflections in combination with self-reflection on the lesson.

To exercise this, the students have to be trained and to exist quite responsible and serious, even though it tin can be quite fun. Training the students to exist reflective learners can exist a topic for another webinar. This topic is quite helpful, given the fact that nosotros live in such a fast-paced world that teaching the students to be independent and responsible learners with developed critical thinking skills has become a necessity.

How to check if you have succeeded with your plan?

We bank check if the lesson was successful or to what extent it was successful. Aye, it was based on a plan. Have the students achieved the learning objectives? If you wrote them on the board at the kickoff of your lesson and, with your students, ticked them ane past one every bit done, you can say…and the students can say that the lesson was successful.

Now, permit's say y'all accept accomplished them all. Await back to your lesson plan and enquire yourself: have I used all the activities planned? Have I used the time finer for each activity? What has deterred me from doing i of the activities that I planned? I did not get to exercise information technology, just was it of import? Did it stop the flow of learning? …..and the like. If you managed to practice all the advisedly planned activities, achieved the learning objectives, you feel good inside and the students left your class satisfied, then your lesson was slap-up and the plan worked.

Is information technology possible for a lesson to be effective without getting feedback from your students?

At the end of each activity, we need to organize feedback. The purpose is for the students to check if what they did was correct, to correct themselves, to know if they did well or partly well, to have a feeling that that activity is done and another one is following. Without this feedback at the end of each activity, I do not think the lesson would be so effective as a whole.

If yous refer to getting feedback from the students at the end of the lesson and so that you can accept some thought of how this lesson was perceived by the students, then this is merely optional. If you demand the students' assessment of your own lesson, then exercise information technology, simply carefully. Non all the students are honest.

As for you giving full general feedback to your students at the end of the lesson, this needs to be done. It is part of endmost a lesson on a positive note, stressing the positive and telling the students what they need to be more than careful next time. Capeesh their endeavor and dedication during the lesson. It helps build rapport.only but if they deserve praise. Never give praise when information technology is not deserved, simply give encouragement.

What is ameliorate … PPP or TTT?

In that location is no comparing between them. They have different purposes and they are used with students of different ages, levels, and language needs. Likewise, there are other ways/approaches/methods of sequencing lessons. What well-nigh the Chore-based approach? What about education listening or reading skills? These do not fall under PPP or TTT. We use more than eclectic approaches and information technology all depends on who, why, what we teach. As teachers, nosotros need to know different ways of staging the lessons, utilise them as prescribed or combine them. Practice not feel conscripted past one model or some other or past fashions. Let's use our disquisitional thinking skills, the knowledge nigh our students in front of united states, the knowledge of the subject we are teaching, and keep an open heed to everything that is 'sold' to usa. Notice the students, react to their needs, exist human, plan your lessons carefully with your students in mind, visualize yourself education them, and be yourself, real, 18-carat. Exercise non call back that you lot have to be someone y'all are not.

What should I program to make sure to increment STT if at that place is a group of students?

This is a question for a workshop on classroom management or how to teach speaking.

Plan for pair work, and group work, but the main principle is to do anything you tin as a instructor to increase students' confidence when speaking English, mainly the shy ones: teach vocabulary and do lots of vocabulary activities and games, strengthen their grammar, encourage them, and so on. This topic is quite large and it needs a workshop dedicated to it.

If you have any farther questions regarding lesson planning, feel gratuitous to ask on our forum.