Planning for teaching and learning introduction

PRESETT Curriculum Reform project Syllabus: Planning for teaching and learning

Draft 3, May 2011

PLANNING FOR TEACHING AND LEARNING

INTRODUCTION

Compulsory for English majors, 20 hours in Semester 6.

AIM

By the end of the course students should be able to evaluate ready-made lesson plans and plan their own lessons and sequences of lessons.

OBJECTIVES

By the end of the course students will:

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  be able to interpret a syllabus and consider it while planning a lesson
  
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  be aware of different factors influencing lesson planning (level and age of learners, learners’ needs, time, number of learners etc)
  
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  be able to set aims, objectives and learning outcomes of lessons and sequence of lessons appropriately
  
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  be able choose appropriate frameworks for a lesson according to the educational purposes
  
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  be able to choose relevant activities/tasks for different stages of a lesson (starting, middle, ending) and linking them with each other
  
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  be able to choose different materials and resources (e.g. technology, visual aids) to aid teaching
  
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  be able to critically evaluate ready-made lesson plans from the Internet
  
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  be able to decide whether or not to deviate from a plan (and reasons for this).
  

INDICATIVE CONTENT

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  Understanding and working with syllabi used in schools, lyceums and colleges
  
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  What goes into lesson planning and lesson plans
  
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  Setting aims, objectives and learning outcomes of a lesson or sequences of lessons
  
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  Selecting frameworks for lesson planning (e.g. PPP, Alternatives to PPP, TBL, pre-, while, - post for receptive skills)
  
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  Considering activities for different stages of a lesson:
  

Beginning (warm-ups, lead-ins)

Ending (making a summary, flashing forward, filling up the last remaining moments)

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  Linking activities within a lesson
  
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  Timing activities within a lesson
  
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  Setting a homework
  
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  Making use of available materials and resources (e.g. pictures, songs, video, blackboard, physical setting of a classroom)
  
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  Anticipating problems (including ways of dealing with disruptive behaviour)
  
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  Flexibility in planning and teaching
  
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  Critical evaluation of ready-made lesson plans from Internet
  
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  Planning for mixed-ability classes
  
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  Reflection on the taught lesson
  

APPROACHES TO TEACHING AND LEARNING

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  Reflection as a learner and as a teacher
  
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  Task-based practical work
  
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  Discussion of key issues
  
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  Article discussion
  
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  Analysing educational documents (e.g. syllabus)
  
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  Evaluating lesson plans from the Internet
  
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  Designing a lesson plan
  
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  Self-study
  

LEARNING OUTCOMES
By the end of the course students should have developed:

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  an ability to evaluate the appropriacy of readily available lesson plans to a particular context
  
• 
  an ability to design a lesson plan for a certain context
  

ASSESSMENT PROFILE

Continuous Assessment Participation Ready-made lesson plan evaluation	40% 10% 30%
Mid-course Assessment Designing a lesson plan	30%
Final Assessment Microteaching Reflection on microteaching	30% 15 % 15%

INDICATIVE BIBLIOGRAPHY

Woodward T. (2001). Planning Lessons and Courses. CUP

Tanner R & C.Green (1998). Tasks for Teacher Education: a Reflective Approach. Longman

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