Date post: | 20-Dec-2015 |
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Successful Lessons
• Engaging and challenging• Attaining the goals and objectives• Exciting and fun• Connecting learning content with students’
prior knowledge and personal experiences• Staying focused on the learning• Reinforcing• Depth and breadth (depth is more important)
What do you intend for your students to learn?
• Do you know your students well?• What do they know?• What can they do?• What might interest them?
Teachers’ Preparations
• Define the scope of objectives and tasks.• Master the learning content.• Prepare audio-visuals (pictures, OHPs, etc.)• Gather resources, ideas, activities, and
hardware or software.• Prepare handouts and other materials.• Rehearse.
Constructivist’s Approach
• Vygosky’s Zone of Proximal Development (ZPD)• Scaffolding• Teachers as facilitators• I + 1 Theory
Create an adequate learning environment
• Space to hold all students and all students can see the teacher’s talking and demonstrations.
• Movement• Both teacher and students are visible to one
another.• When gathering students to the rug area, make
sure they don’t squeeze or bump into each other.
• Watch the lighting and temperature.
Plan a lesson
• Think ahead the scope of the lesson and what elements you should include for the lesson.
• Over prepare• Decide tasks and activities• Consider diversity
Rationale
• Why is this lesson significant?• How is the content of this lesson appropriate
for students?• How does this lesson fit in the current
curriculum?• How will the learning in the lesson impact
students?
Objectives
• What will students gain in this lesson?• Make it short and relevant. For a 30-45 minute
lesson, it is unrealistic to include too many objectives.
• The objectives should be measurable so that you will be able to assess if you have attain your intended objectives.
• Student will be able to (SWBAT)• The learners will (TLW)
Get to know your students
• Who can do what?• What they like or dislike• Who has special talents?• Students’ family background
Hooks – get them excited and help them get the picture
• Pictures• Stories • Questions• Transitions• Activities
Activities
• Large group instruction• Centers (Train students and get help)• Small group work (grouping is important)• Pairs • Individual work
Strategies for successful activities• Don’t use the worksheet too soon before you
present information and make sure the majority students understand.
• Don’t give out answers too soon. Give them sometime to think about the answers to questions.
• When students are making random guesses, provide some clues to teach them to make educational guesses.
• Ask questions. Use visuals.• Connect students and involve all in activities.
Sequencing • Arrange the tasks to flow from easy to hard.• Provide information and structure tasks in small
chunks. (Students have short attention spans.)• Break down hard concepts into smaller ideas and
provide tasks for students to gradually develop the knowledge/ ability and grasp the concepts.
• Whole group instruction > demo > practice > small group > individual help
Assessment
• Formative assessment vs. summative assessment
• Observing students• Questioning• Feedback• Follow-up checking• Making modifications
Provide help
• Prepare cheat sheets;• Provide steps to solve problems. Reinforce the
steps and help student master the information.• Have better students to help the worse ones.• Provide references from previous tasks.• Provide teacher modeling.• Provide individual help.
Wrapping up the lesson
• Summarize the learning content and experiences.• Ask questions to assess students’ understanding.• Give assignments or homework.• Announce the follow-up plans.
Differentiating Instruction
• Identify students’ needs.• Customize activities to address individual’s
needs.• Customize assignments or tasks so that the
learning disabled students can learn.• Consider cooperative learning.• Need to have specific plans for specific
students.
Bad Lesson Plan Examples
• Too sketchy• Objectives are too many.• Objectives and activities don’t match.• Cannot assess students’ achievements.