lesson plan and scheme of work (revised)

Alhussan International School 2010/2011Prepared by Majida Ghandour

04/08/23Majida Ghandour/Scheme of work and lesson plan

What is Curriculum?“Curriculum” is a term used in a number of related ways.First, it can refer to the overall content of what is to be

taught, as in the "National Curriculum" in the UK, which specifies the content of by far the largest part of compulsory schooling.

Second, it can refer to the underlying principles of the approach to teaching and learning, as in a "developmental curriculum" or a "competency-based" curriculum.

Third, it can embrace both elements, and refer to the overall "what", "how" and "why" of teaching. Note that on the whole it is a "teaching side" — rather than "learning side" — term.

Forms of CurriculumFor our present, practical purposes, we can let the form

(if not the content) of the curriculum be dictated by the question, "What are you teaching this material for?" Students have a variation on this: "Why do we have to learn this?"



General Format of SOW:


Alhussan International School SOW


Al-HussanInternational School

Jubail

International School

Orbit

International School

9

Obj code Learning outcomes Teaching Method(s) Assessment Method(s) Resources Needed Activities

1 Sept/Oct 26 30

2 October 3 7

3 October 10 14

4 October 17 21

5 October 24 28

6 Oct./Nov. 31 4

7 November 7 11

8 November 14 18

T e r m O n e

What is a scheme of work?Every teacher has a

scheme of work, but it may exist only inside her head, and it may be incomplete. Just as thecurriculum is the answer to the learner's question, "Why do we have to learn this?" the scheme of work is the answer to the teacher's question, "What am I going to do?"

A Scheme of Work shows what will be taught when, but also gives student activities for each topic or teaching objective.

It also:addresses any missing

prior learning includes time and

strategies to teach skills (such as assignment or essay writing), as well as content.

integrates other subjects, equal opportunities and key skills into the teaching scheme


It is the teacher's equivalent of the builder's plan and the engineer's blueprint. It is a working document. It is not immutable, just as building plans can be changed up to a point.

It is made to be messed with, to be annotated and scrawled all over. It is the most useful evaluation tool you can have, because given that most of us repeat courses year on year, reference to last year's well-worn Scheme (and the year before's) is the best guide to how to change things for this year (particularly if you are conscientious enough to enter in the findings from your evaluation exercises).



What's the difference? Simply one of scale: the Scheme sets out what you are planning for the whole twelve or thirty weeks of the course on a session-by-session basis, while the session plan is finer-grained and looks at what you are going to do within each lecture or seminar or workshop.

Considerations in lesson PlanningWhat do you want to teach?This is a pretty crude question, but it is basic. In the jargon, it is called “defining the Aims of the

session”. “Aims” are somewhat looked down upon by theorists, because they can be vague and woolly. Defining aims, however, also raises the question, "Why should they learn this?"

Some texts start by referring to “students’ needs”: I find this a little disingenuous, because once they have joined the teaching and learning system, it is generally up to the teacher to define their needs in the terms of that system.



Who are your students?It is pretty self-evident that you are going to tailor your

teaching to the capabilities and experience of your student group. Isn’t it?

What are their motivations?Associated questions are: “What do

they want to learn?” and/or “What would they rather be doing?”.

Are they in the class because of a passionate interest in the subject? Are they there because they need the qualification at the end of the course? Are they there because they were sent?


What are their learning styles?Everyone finds it easier to learn in

slightly different ways. Your class will contain people with a mixture of learning styles, and you will need to offer something for everyone.

There is a practical problem here: do you tailor your teaching to what they respond to? Or do you try to get them to develop their skills in using styles they are not familiar with? The answer may depend on the kind of course you are teaching.



ASSIGNMENT 1:

Where are they now?Not “Where are they, physically?” but in

terms of their learning to date. What, in other words, is the base-line from which you start?

If you don't know this, you will have to make deliberate efforts to find out.


Where do you want them to get to? Now we are getting more specific: in the light of your answers to the

questions above, where can you realistically hope the students will have got to by the end of the course/module or session?

— Can clearly be specified Some of the answers to the question above will be straightforward: they will

largely be about sheer knowledge, comprehending it, and perhaps applying it in relatively straightforward situations.

— Cannot clearly be specified The arguments have raged fierce and long about whether everything can or

should be specified in terms of objectives. Clearly there are some things you can’t describe, but you know when you see. I don’t believe in abandoning these altogether—you can't have a liberal “education” without them.

— What will count towards it? But you should still be able to conceive of what would count as evidence of these softer outcomes, so that both the student and you would know when they had been achieved. Specify some of those, and you get something clearer and (probably) more teachable.


Specify ObjectivesNow you should be able to list the “objectives” you

are teaching towards. Well-formed objectives should be the touchstone of everything in the session. If it doesn’t contribute to the objectives, why is it there?

But be prepared to revise them, in the light of experience. There is always a danger that you end up teaching something different from your aim, because you can’t express the aim in the form of objectives. HOW TO FORMULATE OBJECTIVES?

Objectives should be SMART.04/08/23

Majida Ghandour/Scheme of work and lesson plan

Terms to be used when writing objectivesTo explain To apply To predict

To identify To employ To evaluate

To describe To illustrate To defend

To integrate To use To assess

To contrast To interpret To distinguish

To sort To categorize To diagram

To solve To formulate To report

To relate To organize To restate

To recall To prepare To review

To list To arrange To classify

To name To construct To translate

To recognize To create To discriminate


Objectives and OutcomesThe most important consideration in formulating

objectives, etc., is what you are teaching this material for. Another way of putting this is to ask what difference you expect (or just vainly hope) it will make to your students. In other words, what outcomes (or simply, learning) are you looking for?

Aims are broad statements of what learning you hope to generate. The Aim is the point of the whole thing. As such, even hard-liners concede that it can be fairly vague, and non-behavioural terms, such as “understand”, and “appreciate” or “develop” are rather grudgingly accepted. The Aim is almost certainly more than the sum of the Objectives, and regardless of what many people say, the Aim is what matters. It is the End, and all the rest is just Means.


Objectives are statements of what you are going to teach, although expressed as if the students were going to learn it..

Outcomes (more accurately “desired outcomes”) are statements of what you are going to assess. You may not end up assessing all of them, but they are statements of what a student will know or be able to do, if she or he has learned everything in the course or session.

For practical purposes, objectives and outcomes ought to be the same thing—particularly if you are specifying them before you start teaching. However, the terms are used in a variety of different senses in different texts, so if you are looking them up always check where the author is coming from, and in practice outcomes are more flexible.


What can students do to meet objectives?

Strange question? Not really, because the objectives are for the students: it is they who have to reach them, and you can’t do it for them.

E.G: They can go and find out about them, using newspapers, publicity from interested players, and the Net. They can tell each other about their findings


ASSIGNMENT 2: SPECIFY TWO TEACHING

METHODOLOGIES YOU WILL USE IN DELIVERING YOUR

LESSON.


What can you do to help them?(Teaching Methodologies)Your role is to help them to reach the

objectives. It is not to show off how much you know about the subject, or to entertain them—although you may end up doing both. Here comes the teaching method and how are you going to cater to each student in a different way. ( types of teaching methodologies)22


Types of teaching activities:Lecture Writing a journal

Q&A Problem based learning- Cases

Demonstration Problem based learning- Guided design

Problem solving Group learning- Teamwork

Open discussion Group learning- Cooperative learning

Chart analysis Technology- Visual and computer based instruction

Problem analysis Fieldwork

Book discussion Guided reading

Lab experiment Guided writing

Hands’ on activities Imaginative re-creation

Debate Jigsaw puzzles

Presentations Readers theatre

Poster making Think-pair-share

LEARNING STYLES:BUILDING EXCELLENCE…BUILDING EXCELLENCE…The Learning The Learning

Individual Self-Awareness — “Know Individual Self-Awareness — “Know Thyself”Thyself”


If learning is fundamental If learning is fundamental

to everything we do, then to everything we do, then

understanding one’s understanding one’s unique learning style unique learning style

is fundamental is fundamental to learning.to learning.

Do your Teaching and learning styles match? Kumara vadivelu (1991:98) states that: "... the

narrower the gap between teacher intention and learner interpretation, the greater are the chances of achieving desired learning outcomes". There are many indications (e.g. Van Lier, 1996; Breen, 1998) that bridging the gap between teachers' and learners‘ perceptions plays an important role in enabling students to maximize their classroom experience.


ASSIGNMENT 3 READ THE EXAMPLE ABOUT Liu

Hong IN Foreign Languages College,

Jiangxi Normal university (Nanchang, China).

Find out the problems associated with the two examples?

(10 min)


The above statements are representative of serious mismatches between the learning styles of students and the teaching style of the instructor. In a class where such a mismatch occurs, the students tend to be bored and inattentive, do poorly on tests, get discouraged about the course, and may conclude that they are not good at the subjects of the course and give up (Oxford et al, 1991). Instructors, confronted by low test grades, may become overtly critical of thei r students or begin to question their own competence as teachers, as exemplified by the Jenny's case above.

To reduce teacher-student style conflicts, some researchers in the area of learning styles advocate teaching and learning styles be matched


Analyzing the Examples

What resources have you got?This is not just a matter of whether you have

an Overhead Projector (OHP), video, etc. It includes the working room, and how it can be laid out; the textbook if any; the library and IT facilities, and the access to information; the students' experience you can draw on. Each provides constraints and opportunities.

If you haven’t got it, of course, can you get it?Is there something for everyone?Don’t forget to include the websites you

intend to use during the course of instruction.


What assessment can you use?The assessment column can be filled with

how you will know, after each lesson, that the information has sunk in. This may be through Q&A, written tests, by reading their posters, or by listening in to their conversations



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lesson plan and scheme of work (revised)

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