4. Class Planning (Day 2)

7/29/2019 4. Class Planning (Day 2)

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Class Planning

August 2012


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Curricular Foundations

- Language: activity through which we exchange ideas, access

information, build knowledge, organize thoughts, etc.

- Social practices of the language: what you do with the

language.

- Specific competencies: skills, attitudes and knowledge that

enable you to use the English language.


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Learning environments:

- Contribute to create social learning conditions.

Familiar and community: situations that are close to

them, known and familiar. It fosters high self steemand self-confidence

Academic and educational: emphasize strategies required

to learn and study situations where students use formaland academic language. These social practices includeknowing about different areas of knowledge.


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Literary and ludic: focuses on the approximation toliterature to activate students experiences and knowledge

so that they can share and contrast their interpretations

and opinions.

They are able to see language as a cultural product.

(different beliefs and expressions).

It intends to foster a freer and more creative attitude.


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The Planning Process

1. Select the block.

2. Social learning environment, social practice and specificcompetency.

3. Product.

4. Achievements.

5. Pertinent contents.

6. Number of weeks.

7. Characteristics and needs of the group.

8. Where are my students? Where do I want them to get?

9. Classify contents into stages: opening/initial, development,closing.

10. Design activities.

11. Assessment instruments.


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Scope Example


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Planning Questions

A. Why is it important to understand the social environment

and the specific competency?

Social environment: contributes to create social learningconditions in the classroom and to set the correct context.

Specific competency: It defines the contents of the subject

related to knowledge, abilites and attitudes that students

must develop to use the English language.


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B. Why does the NEPBE work with a language product asthe basis for activities?

The product ensures the articulation of the activities in

the correct didactic sequence along the month. The

product is always related to the learning environment

and it helps you to integrate the different types of

contents (knowing, doing, being).


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C. How do you integrate the 3 types of content when

planning activities?

The knowing and the doing are always related and the

being is always there in a transversal way.

For example: Social Practice, Follow and give instructions

Doing: Match names of areas or specific place at home(bedroom, dining room, etc.) to their image.

Knowing: Text and image correspondence.

- Repertoire of words necessary for this social practice of

the language

Being: Willingness and interest in understanding

instructions in the English language.


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D. Why is it necessary to understand the social practice

as a part of planning?

The social practice is what students do with the English

language in the classroom and outside in real life.

Examples: read instructions, participate in games,

formulate questions, give and receive information about

themselves, etc.

We need to comprehend the social practice to understand

why it is useful and meaningful to develop thecorresponding specific competency.


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Why is it important to divide the product up into

stages in your planning?

The product stages will give us many clues aboutthe corresponding contents (knowing, being,doing) that we must integrate and use in each

stage along the month.

It will also help us to think on the activities andthe didactic strategies we will use in the lessons.

By dividing the product we have a clear idea ofthe path we are following.


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TASK: Plan a 50 min class.

Decide on a logical sequence of activitieswhich integrate the three types of content

(knowing, doing, being).

Decide on the materials which would be

needed.

Decide how assessment would be carried out.


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Development of the class.(Planning Format)

Social Practice

Specific Competency

Social Learning Environment

Stage of Product

Class

Sequence of Activities (TIME)

Achievements

Materials

Assessment


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Assess the planned class

While the teachers are planning, the facilitator

will pick which teams present (model) their

class; and which teams will assess. (If number

of teams and time allows, its better for all

teams to model their class).

Give and receive feedback based on the

criteria.


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Social Practice

Specific Competence

Product

Achievement

Stage

D-K-B

Assessment

Achievements

Environment

T

I

M

E

Achievement

Stage Stage

D-K-B D-K-B

T

I

M

EEnvironment

Aspects to consider while making your lesson plan


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Lets

take a

break!Take no more than15 minutes

Thank you!


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BRAIN GYM!


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Exercise your brainsWhat do you put in a toaster?

Answer: bread.

If you said toast, relax, try not to hurt yourself!

Say silk ten times.

Now spell silk

What do cows drink?

If you said milk, you are too stressed out! If you said water, youre ok !

If a red house is made from red bricks and a blue house is made from bluebricks and a pink house is made from pink bricks and a black house is made

from black bricks,

What is a greenhouse made from?

If you said, green bricks, you certainly need a beer. If you said, glass, you are great!

Without using a calculator

You are driving a bus from London to Milford

Haven in Wales. In London, 17 people get on the bus. In Reading, six people

get off the bus and nine people get on. In Swindon, two people get off and

four get on. In Cardiff, 11 people get off and 16 people get on. In Swansea,

three people get off and five people get on. In Carmathen, six people get

off and three get on. You then arrive at Milford Haven.

What was the name of the bus driver?


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Assess the planned class using this criteria.

It takes the Social Practice and the Specific Competence into consideration andthey are evident in the activities.

It is congruent with learning environment.

The stage of product development is clear (initial, development, closing)

It helps to get to the product.

It considers the achievements.

It has a clear, relevant purposeIt has the didactic strategies well identified.

The activities have a sequence.

Theres congruence between activities and didactic strategies.

The activities are pertinent to Ss characteristics.

It shows realistic timing.

The three types of content are integrated.Communicative situations Is their communication going on?

The materials are appropriate.

It includes assessment methods (how and when).


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Workshop Evaluation

Complete the evaluation format given to you.

And remember:


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A teacher is a compass that activates the magnets of

curiosity, knowledge, and wisdom in the pupils.

~Ever Garrison

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4. Class Planning (Day 2)

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