Lecture 3: Planning the Lesson

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Из курса от партнера Commonwealth Education Trust

Foundations of Teaching for Learning: Curriculum

142 оценки

Commonwealth Education Trust

Foundations of Teaching for Learning: Curriculum

142 оценки

The Foundations of Teaching for Learning programme is for anyone who is teaching, or who would like to teach, in any subject and any context - be it at school, at home or in the workplace. With dynamic lessons taught by established and respected professionals from across the Commonwealth, this eight course programme will see you develop and strengthen your skills in teaching, professionalism, assessment, and more. As you carry on through the programme, you will find yourself strengthening not only your skills, but your connection with colleagues across the globe. A professional development opportunity not to be missed. Curriculum is a framework for guiding teaching and learning. This course provides an opportunity for you to consider the relationship between the teacher, the learner and the curriculum. Enhance your course by joining the Commonwealth teaching community on our website, Facebook and Twitter.

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Putting Curriculum to Work

This week we will bring together some important aspects of teaching and learning that were discussed in the previous weeks. The sessions cover issues of interpretation, designing learning activities, planning lessons, and bringing lessons to life.

Lecture 1: Issues of Interpretation6:23

Lecture 2: Designing Learning Activities5:14

Lecture 3: Planning the Lesson7:04

Lecture 4: Bringing Lessons to Life6:59

Copy of Lecture 1: Issues of Interpretation6:23

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Associate Professor Suseela Malakolunthu
Director of the Leadership for Learning and Research Network
University of Malaya, Malaysia
Professor John MacBeath
Professor Emeritus
University of Cambridge, UK

[MUSIC]

Welcome to foundations of teaching for learning.

This is week four, putting curriculum to work.

Lecture three today will focus on planning the lesson.

When we plan our lesson we always begin with an end in mind.

Once the end is clear to us what object is to be achieved,

then we think of ways of facilitating that learning.

Observe and monitor the learning process.

And assist in situations and contexts where there's help needed by students.

And in the end, we assess and conclude the session.

When we talk about beginning with an end in mind.

There are three important aspects we need to focus on.

The first one is statement of desired learning outcome.

This is a description of abilities to reproduce, reconstruct or

demonstrate learning.

For example, you may want to name the characteristics of an atom.

Or you may want to convert the sentences from the past to future tense, or

recite a poem flawlessly.

So, these are the objectives we have in mind.

Now, we want to think about special considerations that you may want to give

to students in the class.

Are there students with special needs or conditions?

For example, some students coming from

backgrounds which may be different in terms of using a language.

So, students coming from different background, non-native speakers may

need more help.

So, teachers may want to pay attention to such situations.

And they must also know what kind of prior learning or preconditions

necessary for that particular lesson to be continued successfully.

So, these are the three important points you need to bear in

mind when you begin a lesson.

And here we may also want to look at the teacher activities and student activities.

When we introduce, sequence, resource, instruct, debrief,

we may want to make sure that it is in line with student

activities and understanding.

There needs to be a synergy between

the teacher activity and student activities.

Talking about teacher activities, you always start with the introduction.

And, we think about how do we sequence the lessons.

And, what kind of materials that will be helpful as a resource in the class.

And how do the exactly give instructions to students,

clear instructions for their activities, and finally, we debrief.

Discuss the learning activities and how students have understood and

responded to what has been taught in the class.

Talking about teacher activities, there are four more important things

that are four more important things that we will want to think bout.

One is about how important it is time management when you're

planning your lesson.

How do I monitor engagement and change activities during the class?

And how do I move the session according to the time planned?

And how do I allow for flexibility and student interest?

So, these are some points that we may want to

take into consideration whenever we plan activities.

Now, let's talk about student activities.

It can happen

in many ways - it can be individual based or we can do it in pairs and groups.

We used to do the individual method most of the time.

But now, it is interesting to

think about how we can encourage more pair and share methods.

And putting children in groups to work on different kind of activities.

And also, we also want to think about how how to keep them engaged

and ensure that every child is participating in the activities.

And also, it's interesting to see to what extent we allow space for

students to express themselves,

and do we welcome counter arguments from students.

In this way, it actually helps students discover what they have

and become more creative in their ideas.

We have come to the session on assess and conclude.

Again, we have three important elements under assess and conclude.

Let's take a look at each one in turn.

Under the assess and conclude we have implementing of assessment.

You want to know whether we are doing formative assessment, or

we can do summative assessment.

There are many ways of assessing.

In the end, I want to know how well the class went on, and

what kind of errors the students made.

And how could we overcome the difficulties the students faced.

And create more opportunities for

their learning. And ending comments are always very important.

This can come from both the teacher and students.

You want to know how the whole session went today,

how are the experiences like for the students.

And what went well and what could be done differently in the next lesson.

Eventually, the class,

the lesson can be summarized to understand the accomplishment, the challenges

and what needs to be carried forward in the next lesson.

Now, we have come to the final part of Think, Pair and Share.

With a colleague of yours, you may want to think about how do I manage time

in my classroom so that everyone is able to engage with the lesson?

What kinds of different groupings that I can use in the classroom and

how might I do things differently in the future?

Think about these questions and discuss with a friend of yours.

And get more ideas

in creating better learning activities.

Thank you very much.

[MUSIC]

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