Lesson Planning Using PDP Lesson Format to Create Effective Lessons Through Task Based Learning.

Lesson Planning

Using PDP Lesson Format to Create Effective Lessons Through Task Based Learning

• Session 1: Lesson Planning

Lecture

Break

• Session 2: Listening Lesson

Demo

Lunch

• Session 3: Guided Lesson

Planning

Break

• Session 4: Guided Lesson

Planning

Break

• Wrap Up

Schedule

110 Do you feel ready to teach your demo lesson?

name: number

Directions:

1. With a partner, discuss the question given.

2. Be prepared to share.

Think Pair &Share

P1. Why is lesson planning important for the teacher? For the learners?

P2. What things/ sections should a lesson plan have? Why?

P3. What things are the most difficult when lesson planning? Why?

Gives teaching structure, framework, & an overall shape.

Allows you to communicate more effectively to students, parents, & peers.

Gives time & structure to allow for development of teaching skills.

It suggests professionalism & genuine commitment.

I don’t need to lesson plan. I know what I am going to do.

Think Pair &Share


For the Teachers

• Don’t have to think on your feet.

• Don’t lose “face” in front of learners.

• You know your procedures & sequence.

For the Learners

• Gives a structured lesson & allows for comprehensible input.

• Builds confidence & respect for the teacher.

• Gives the teacher’s work as a model to imitate.


Think Pair &Share

title

objectives

materials

procedures

assessment

anticipated problems & solutions.

P2. What things/ sections should a lesson plan have? Why?

Think Pair &Share

P3. What things are the most difficult when lesson planning? Why?

My Lesson

Difficulties

language/ cultural barrier

gathering information

underst&ing the curriculum

time

success

Think Pair &Share

Lesson Plan Lecture Topics

Skills & Methodology

Elements of a Lesson Plan

Lesson Objectives

PDP Lesson Plan Format

Bringing Together Language Skills &Methodology

What are the 2 focuses in a language classroom?

What are the 4 associated skills in a language

classroom?

Receptive Skills

Reading

Listening

Productive Skills

Writing

Speaking

Why receptive skills?

• Allows for “correct or incorrect” rules of language (learning).

• Teacher centered. Generally “safe” for students.

• Excellent for memorizing, introduction of core concepts, & eliciting information from students.


Why production skills? • Allows for exploration/

acquisition of language

• Student centered but affective filters

• Emphasis on students exploring, making mistakes, creating


Approaches &Strategies

• The method in which you conduct your class.

• Consists of teaching & classroom strategies.

• Helps in focusing & guiding your lesson/ classroom.

Lecture

Debate

Discussion

Student Centered

Active Learning

Small Groups

Role Playing

Jigsaw

Task Based Learning


Task Based Learning (TBL)

• Tasks in which learners generates authentic language.

• The task is based on students using the language to achieve specific outcomes.

• Task and the language are the instruments to complete the task.

• The task is an activity that: • reflects real life or authentic tasks• has students focus on meaning• uses language freely • allows students to experiment or make mistakes


Task Based Learning (TBL) Activities

• Questioning

• Games with specific outcomes

• Surveys

• Interviews

• Story building

• Role plays

• Ordering/ Sorting

• Experimenting/ Building


Elements of a Lesson PlanLesson

Information Objectives Procedures AssessmentAnticipated Problems

&Solutions

• So many different kinds of lesson plans.• PDP, PPP, ELC, FUMP, PPU, T+E etc.

• May be called something different.

• May be in different order/ places.

Elements of a Lesson PlanLesson

Information


Objectives

Keep the lesson on track

Give learners concrete goals to work towards

Fair assessment

Gauge students progress

Track able progress


Objectives

When writing objectives they need to:

have a measurable & observable outcome

be concise in structure & length

follow a consistent format

be able to be read by an outside observer


ObjectivesAvoid using ambiguous or passive verbs & phrases that are not measurable or observable.


Objectives

Examples of well-written objectives:

Students will be able to identify the primary colors.

Students will be able to locate proper nouns from a list of nouns.

Students will be able to predict what comes next in the story presented.

Students will be able to collect like shaped objects from a basket.

“Students will be able to…”


Procedures

Pre

During

Post

Assessment

Anticipated Problems &Solution

• concise, repetitive in form• visually easy to

understand


Assessment

• Gives the ability to measure & understand objectives • Embedded in strategies &teaching (interim, formative,

&summative)

• Individual &group/class level Why aren’t they underst&ing this?

Elements of a Lesson PlanAnticipated Problems

&Solutions

• Frequently neglected • Increases awareness & experience

• Where teachers practice critical thinking/ engagement skills

Why PDP lesson plan format? • Easy 3 staged lesson

plan.

• Very popular in TESOL.

• Allows for receptive & productive language skills.

• Flexible for multi strategy approaches.

PDP Lesson Format

Pre

During

Post

• Schema activation

• Introduce vocabulary

• Assess Ss levels/ knowledge

• Generate interest

PrePDP Lesson Format

• Things to consider:

• T centered vs. S centered

• Don’t linger on comprehension

• Goal = Introduce/ activate schema:

general knowledge/ cultural context

specific knowledge of topic

PrePDP Lesson Format

PDP Lesson FormatPre- Stage Activities:

• Talk about the main topic(s)

• Match vocabulary to pictures

• Categorize vocabulary under headings

• Predict from a headline, title, group of words, pictures, etc

• Arrange pictures in the order to be confirmed or changed after listening to, reading the text

Pre

• TBL activities are given

• Given to help understand “text”

• Tasks are sequenced

general specific

easy difficult

concrete abstract

skimming scanning

• Ss know what to listen for

• Discuss, create, check knowledge in groups.

During

PDP Lesson Format

PDP Lesson Format

Skimming & Scanning

• What are they, what’s different?

• Both are fast ways of reading/ listening

• Skimming- general meaning/ topic/ idea, structure

• Scanning- looking for a specific fact or detail.

During

PDP Lesson Format

Skimming Activities:

• listing of events

• reading/listening for: mood, feeling, or tone

• ranking main ideas of events

• labeling pictures, or graphs

• matching pictures with descriptions

During

PDP Lesson Format

Scanning Activities:

• ordering numbering items

• labeling pictures

• matching information

• fill in the blanks

• true/ false

• multiple choice

• short answers

During

PDP Lesson FormatDuring- Stage Activities: • Listen/read & draw

• Listen/read & point

• Listen/read & arrange pictures or eventsin order

• Listen/read & find the mistakes

• Listen/read & answer detail questions such as “What did they say about _____?”

• Answer general information (gist) questions such as “What are they talking about?” “Do the speakers sound happy or upset?”

During

Post

PDP Lesson Format

• Work further with “text’s”: topic

content

vocab/ grammar

other 4 SLA skills.

• Personalize learning (acquisition)

• How “text” relates to outside world

PDP Lesson FormatPost- Stage Activities: • Discussion questions

• Role-plays

• Projects (ex. Create a _______)

• Make &tell a similar or personal story

• Discuss a topic, the issue or the information in the text

• Speculate about what happened before or after the events in the text

• Speculate about the people in the text

Post

Directions:

1. Watch & participate in the lesson.

2. Think of the things you saw. What sections did you

see? What activities. What SLA skills? etc.

3. What did you like/ dislike? What would you change?

Listening Lesson

2-3y middle school 1-2y high school.

Lesson Demo

Directions:

1. With a friend answer the questions.

• How many best friends do you have?

• Can a toy be a good friend? Why

• What cartoons or movies about friends do you

know?

2. When finished, wait.

Think Pair &Share

Buzz and Woody Andy

RexMr. Potato Head

Ham Slink

TV.

Listen &Watch

Directions:

1. Complete the sentence.

2. Choose an answer. A, B, or C

3. Go to your answer sheet.

Complete &Go

The toys met because…

A: Andy is coming home tonight.

B: they want to rescue Woody.

C: they wanted to watch T.V. with Woody.

Directions:

1. Read the sentences on the board.

2. Watch the movie again.

3. Remember who said the sentences.

4. Hold up the correct character.

Who said it?

Directions:

1. Talk to a friend.

2. Each person choose 2 different questions.

3. Ask your friend the questions.

4. Answer your friend’s questions.

5. When finished wait.

What do you think?

1. Why does the song make Woody join his friends?

2. Does Woody love Andy? Why?

3. Is Buzz a good friend to Woody? Why?

4. Is Woody a good friend to Buzz? Why?

Directions:

1. Think back to when you were a little kid.

1. What was your favorite toy?

2. How did you play with it?

3. Was it like a friend?

2. Tell a friend about your toy

that was also your friend.

What do you think?

Toy Story Lesson Reflection

Instructions:

1. Read the questions and think about the lesson.

2. Answer the questions.

Fish Bowl Planning

See into the planning process

Take listening material lesson.

Practice using PDP lesson plan.

Guided Lesson Planning • Time to plan your lesson demo

• You can work in pairs

• Plan the same demo, but teach it separately

• Use upstairs, rm… computers, supplies, me

• Take breaks when needed

• Finished at 4:10

Wrap Up

• What was the best/ worst part of the day?

• What didn’t you understand?

• What do you remember the most?

• 110 Do you feel ready to teach your demo lesson?

My email address: [email protected]

http://danielmoonasar.wordpress.com

Wrap Up

Lesson Planning Using PDP Lesson Format to Create Effective Lessons Through Task Based Learning.

Documents