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Taller planning 09 primaria

Jan 28, 2015

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  • 1. Ministerio de Educacin Pblica Direccin Regional de Educacin de LiberiaDepartamento de Desarrollo EducativoAsesora Regional de Ingls Max Arias Segura Asesor Regional de InglsPLANNING WORKSHOP

2. In order to achieve this goal, we are going to analyze some specific features related to Didactic Planning in the teaching of English as a Foreign Language (E.F.L). Basically, we are going to focus on:

  • Its concept, importance, and main characteristics.
  • The different levels, elements and components, according to the National Syllabus.
  • The process to put it into practice, in order to prepare English lessons.

3. WHAT DOES PEDAGOGICAL MEDIATION MEANS? It is understood as the actions the teacher takes to facilitate the learning processes of the students. 4. The pedagogical mediation takes into account two main elements:

  • The programs
  • The didactic planning

5. The English Program:

  • Constitutes the guiding principle Provides the purpose of English in our educational system Describes the basic structure of the subject matter (formal, functional, cultural) Tells the general guidelines for the mediation of learningExplains the methodological approach, learning strategies, learning styles, multiple intelligences, and general assessment principles

6. SIX COMMON MISTAKES 1. The objective of the lesson does not specify what the student will actually do that can be observed.2. The lesson assessment is disconnected from the linguistic behavior indicated in the objective. An assessment in a lesson plan is simply a description of how the teacher will determine whether the objective has been accomplished. It must be based on the same behavior that is incorporated in the objective. Anything else is flawed. 7. 3. The prerequisites are not specified or are inconsistent with what is actually required to succeed with the lesson. It is a statement of what a studentneeds to know or be able to doto succeed and accomplish the lesson objective.4. The materials specified in the lesson are extraneous to the actual described learning activities. This means keep the list of materials in line with what you actually plan to do.5. The instruction in which the teacher will engage is not efficient for the level of intended student learning.6. The student activities described in the lesson plan do not contribute in a direct and effective way to the lesson objective. 8. GUIDELINES FOR PLANNING LESSONS 1. Consider the content that is to be taught for a given class day. That means themes, cultural contexts, functional tasks, grammar and vocabulary.2.Consider what students should be able to do at the end of the class period. Plan activities that will help students reach linguistic objectives. Make activities student-centered rather than teacher-centered. Remember that the focus is on learners and their learning.3. Prepare an outline of what you intend to do during the class period (daily plan or weekly plan). Estimate your time for each activity so that the lesson flows at a reasonable pace. 9. 4. Check for flow and integration among activities and materials from step to step. Try to make each activity a logical continuation of the one before.5. Provide variety in classroom activities. Have students work on pairs, small groups, as a whole group, role-plays, interviews, games. 6. Evaluate your plan after the class is over. It is important to develop awareness on the processes so that you realize what work and what did not work. And then think of an action plan to overcome the possible problems. 10. PLANNING PRINCIPLES Varietymeans involving students in a number of different types of activities and where possible introducing students to a wide selection of materials. Also, it means that learning is fun activity and not a monotonous process. Things you can do to present variety in you classes are: simulations, role-plays, interviews, games, information gap, drama activities, talk shows, problem-solving activities, etc.Flexibilitymeans the ability to use a number of different techniques and not be a slave to one methodology. It is also when dealing with the plan in the classroom: for many reasons what the teacher planned may not be appropriate for that class on that particular day. A flexible teacher is able to make modifications to the plan under specific circumstances, a flexible teacher an adaptable teacher, a flexible teacher believes in variety. 11. What a teacher should know The Profession : a well prepared teacher needs to know a lot about his or her job before starting to plan lessons. It means that you must manage information on methodology, didactics, classroom management, second language acquisition among others.The School:a teacher needs to know about the institution where he or she is going to work. Things to consider are: time, physical conditions, schedule, syllabus, localization. The Community:every teacher needs to know a lot about the community so that he or she can have an idea of elements such as literacy level, economic level, social status, culture, traditions, beliefs. The Students:the teacher needs to ask questions such as the following and many other too: Who the students are? , What are the students needs and interests? , their language skills. 12.

  • Lesson Planning is necessary in order to:
    • Clarify learning objectives.
    • Choose the appropriate teaching methods according to the needs of the students.
    • Prepare the necessary activities and to order sequencing from easy to difficult, from the known to the unknown.
    • Take into account time.
    • See types of students and their needs, which may emerge in class during the process.
    • Collect and organize the most suitable materials.

13. Didactic Planning: Conditions Realistic:Adequate for the possibilities and limitations of the students, group, school and community.Concrete: The objectives and the steps to achieve them have to show precision and quality. United and coherent: It has to reflect the educational principlesof the country. Graded: The objectives and goals have to be organized in sequential order. Articulated: Teachers should plan taking into account correspondence among each group, grade, and level. Dynamic and hypothetical: It is not possible to make a definite plan, not even for the whole year. Planning is subject to permanent changes and adaptations. Flexible: Although planning is based on permanent established endings, the teacher should adapt it to individual differences among students and specific situations that are not taken into consideration and may occur during the teaching and learning process. 14. White, (1985) considers that there are five aspects every language teacher should take into account before planning the lessons:

  • What language and behavior students will be able to perform by the end of the lesson?
  • How well will they be able to perform these things?
  • What activities will they do during the lesson?
  • How much time will you spend on each part of the lesson?
  • What materials and aids you will need.

15. Lesson Structure 1. Warm up2. Pre-Activities (Presentation)3. During-Activities (Practice)4. Post-Activities (Production) 5. Evaluation of learning outcomes 16. Warm up It is a varied and motivating way of starting the lesson. The warm up can take different forms. On one hand, it is usually a brief lively session to welcome the students to their foreign language class. Also it can be used to catch students interest towards the new cognitive target. It may include games, songs, riddles, and jokes, among others. Students should be encouraged to participate and have fun. 17. Warm-up examples

  • telling a short story
  • asking students questions
  • playing a song in the background
  • drawing an elaborate picture on the board
  • While it's fine to start a lesson with a simple "How are you", it's much better to tie your warm-up into the theme of the lesson.

18.

  • Pre-Activities (listening, speaking, reading, writing)
  • The teacher introduces the class to the new theme and the new language components.
  • Both the content and the new grammatical and lexical items are emphasized in an integrated way.Getting meaning across is essential. Students receive considerable input from the teacher. They are allowed time to assimilate the language, to listen actively and to try to understand what the teacher is saying.
  • The teacher uses simple, but natural language through different techniques.
  • Basically, there are two elements the teacher does in this phase: introduction of the new vocabulary using different strategies to teach vocabulary and introduction of new structures (lexical items). For this the teacher uses different means to present the structure such as a dialogue, a conversation, a reading passage and others.

19. Presentation

  • The presentation can take a variety of forms:
  • Reading selection
  • Soliciting students' knowledge about a specific point
  • Teacher centered explanation
  • Listening selection
  • Short video
  • Student presentation
  • The presentation should include the main "meat" of the lesson. For example: If you are working on phrasal verbs, make the presentation by providing a short reading extract peppered wit