Kitabı oku: «Дизайн урока и планирование с нуля / Lesson Design and Planning from scratch. Technology integration», sayfa 2
Start your projects. Practice Lab 1
Project 1. Reading/Writing Lesson
Project 2. Listening/ Speaking Lesson
Project 3. Course, Teacher`s Book. But Set your own goals for your learners
Project 4. Stem Lesson
Build affordable inquiry and project-based activities to visualize data across science, technology, engineering, and math (STEM) curriculum.
Questions.
Reading
What is the age of the students you are planning this reading for?
Describe your students’ language proficiency.
Discuss why you think this reading would be appropriate for your learners.
Listening
What is the age of the students you are planning this course?
Describe your students’ language proficiency.
Discuss why you think this video would be appropriate for your learners.
What I learned…
What I found surprising…
How my thinking changed…
Your course
What is the age of the students you are planning this course?
Describe your students’ proficiency.
List the title.
Discuss why you think this course would be appropriate for your learners.
STEM
What is the age of the students you are planning this course?
Describe your students’ language proficiency.
List the title
Discuss why you think this STEM Lesson/ Course would be appropriate for your learners.
Common Questions
Unit Goals: What broad goals or essential questions are driving this unit? Learning
Objective (s): What will students know and be able to do by the end of class that they didn’t know or couldn’t do when they came in? The Set-up Materials: What do you need on hand for the lesson? How will the room be set up?
Is your learning objective worthwhile? √ Does it advance the Unit Goals? √ Have you explicitly considered content, skill, and language pre-requisites and objectives? √ Why are you teaching this objective, in this way, at this time, to these students? Time The Hook: How will you pique students’ interest? Exploration: How will students explore the new concepts?
Start your Projects
Lesson Plan. Reading/Writing Lesson
Business/Materials
https://www.moralstories.org/keep-
your-dream/Keep Your Dream.
Welcome Reader
– A projector
– A Smart Board
– Computers with internet access
My Sample 1
Lesson Objectives
– Students will be able to define vocabulary words,
identify the main characters, describe the scenes and setting.
– Students will be able to explore
a dream ambition.
– Students will be able to write imaginatively, creatively and thoughtfully, producing texts that interest and engage the reader.
– Students will be able to generate and harness new ideas and develop them in their writing.
My important theme is dreaming. Developing Myself
Lesson Objectives
– Students will be able to define vocabulary words,
identify the main characters, describe the scenes and setting.
– Students will be able to explore a dream ambition.
– Students will be able to write imaginatively, creatively and thoughtfully, producing texts that interest and engage the reader.
– Students will be able to generate and harness new ideas and develop them in their writing.
What is the age of the students you are planning this reading for?
14+
Describe your students’ language proficiency.
Intermediate (Reading skills including focusing on topic sentences plus using context to work out the meaning of unknown words. Follow on activities include thinking of ways to search for eternal youth).
Make associations between new information and their prior knowledge, use new information to clarify or modify their prior knowledge, read and listen between lines, relate new concepts to their own lives, to their experiences, knowledge, beliefs and feelings. Create a mental, oral and written summary of information.
List the title and author of the reading.
Keep Your Dream. Welcome Reader https://www.moralstories.org/keep-your-dream/
Discuss why you think this reading would be appropriate for your learners.
Dreams are very important in life. They motivate, inspire, improve and help you in achieving any goal that you want to achieve.
Lesson Plan. Listening/ Speaking Lesson
My Sample 2
Business/Materials
https://www.moralstories.org/keep-
your-dream/Keep Your Dream.
Welcome Reader
– A projector
– A Smart Board
– Computers with internet access
Lesson Objectives
– Students will be able to define vocabulary words, identify the main characters, describe the scenes and setting.
– Students will be able to explore a dream ambition.
– Students will be able to write imaginatively, creatively and thoughtfully, producing texts that interest and engage the reader.
– Students will be able to generate and harness new ideas and develop them in their writing.
My Topic: Exploring Social Issues
Lesson Objectives
The students will be able to:
– use appropriate words and phrases to demonstrate their understanding of a social issue;
– listen for specific information;
– apply listening and encoding (spelling) skills
What is the age of the students you are planning this course?
14+
Describe your students’ language proficiency.
Intermediate
List the title.
Air Quality Concerns Close Schools, Colleges
https://www.youtube.com/watch?v=Mter5lTxT2o
Discuss why you think this video would be appropriate for your learners.
Students reflect on what they have learnt about air pollution
What I learned…
What I found surprising…
How my thinking changed…
Lesson Plan. Teacher`s `book “_Business Result Advanced – OUP – Oxford University Press___ (10) _____________»
My Sample 3
Teacher`s `book «Business Result Advanced – OUP – Oxford University Press (10)»
Lesson Objectives
Students will be able to:
– create a personal vision statement that reflects the students personal traits and core values.
– set SMART goals that are specific, measurable, attainable, and realistic.
– write an action plan for achieving their goals
What is the age of the students you are planning this course?
for pre-work and in-work professional students
Describe your students’ language proficiency.
Advanced (C1-C2)
List the title.
Business Result Advanced
A business English course for pre-work and in-work professional students.
Kate Baade, Michael Duckworth, David Grant, Christopher Holloway, Jane Hudson, John Hughes,
Jon Naunton, Jim Scrivener, Rebecca Turner and Penny McLarty
Business Result is a six-level business English course that gives students the communication skills
they need for immediate use at work.
НМК: Business Result
Discuss why you think this course would be appropriate for your learners.
Business Result helps those who need to communicate better in English at work, by teaching a
range of business communication skills.
The course features video clips for every unit, including documentary clips, authentic interviews
and dramatized scenarios showcasing business communication skills.
The Interactive Workbook on the DVD-ROM is also available online. It enables you to offer blended or distance learning courses, and allows you to communicate with your students outside class.
Lesson Plan. STEM Lesson __ Addressing Social Issues through Art ________________________
My Sample 4
Lesson Plan. STEM Lesson
«Addressing Social Issues through Art»
Lesson Objectives
Students will be able to:
– research the traits of artists and the purpose of their non-profit endeavors;
– compare and contrast findings, within small groups, discussing professional skill sets required to support these non-profits;
– create a list of outlandish ideas for potential non-profit
What is the age of the students you are planning this course?
16+
Describe your students’ language proficiency.
Advanced (C1-C2)
List the title.
English-Language Arts
History/Social Science
Visual Arts & Performing Arts
English Language Development
Discuss why you think this STEM Lesson would be appropriate for your learners.
What social issues motivate students within their community? The purpose of this lesson is for Individual students to develop a Project where they design a nonprofit business plan using their art major to facilitate their organization’s mission.
Reading/Writing Lesson
My Sample 1
Dreaming. Developing Myself
What is the age of the students you are planning
this lesson?
Describe your students’ language proficiency.
14+
Intermediate Reading skills including a focus on topic sentences plus using context to work out the meaning of
unknown words. Follow on activities include thinking of ways to search for eternal youth). Make associations between new information and their prior knowledge, use new information to clarify or modify their prior knowledge, read and listen between lines, relate new concepts
Dreams are very important in life. motivate, inspire, improve and help achieving any goal that you want to
I have a friend named Monty Roberts who owns a horse ranch in San Isidro. He had let me use his horse ranch to put on fund-raising events to raise money for youth at risk programs.
The last time I was there he introduced me by saying, «I want to tell you why I let you use my horse ranch. It all goes back to a story about a young man who was the son of an itinerant horse trainer who would go from stable to stable, race track to race track, farm to farm and ranch to ranch, training horses. As a result, the boy’s high school career was continually interrupted. When he was a senior, he was asked to write a paper about what he wanted to be and do when he grew up.»
«That night he wrote a seven-page paper describing his goal of someday owning a horse ranch. He wrote about his dream in great detail and he even drew a diagram of a 200-acre ranch, showing the location of all the buildings, the stables, and the track. Then he drew a detailed floor plan for a 4,000-square-foot house that would sit on a 200-acre dream ranch.»
Lesson Objectives
– Students will be able to define vocabulary words,
identify the main characters, describe the scenes and setting.
– Students will be able to explore a dream ambition.
– Students will be able to write imaginatively, creatively and thoughtfully, producing texts that interest and engage the reader.
– Students will be able to generate and harness new ideas and develop them in their writing.
Action verbs based on each level of understanding.
How I will assess MY student’s mastery of the objective.
the Bloom’s level
– Remember Define
IDENTIFY
2. Understand
EXPLORE = Observe
3. Apply
WRITE IMAGINATIVELY =USE
– Analyze PRODUCE = Conclusion
– Evaluate GENERATE
– Create DEVELOP IN WRITING
Business/Materials
Handing over and
professional performance
– https://www.moralstories.org/keep-your-dream/Keep Your Dream. Welcome Reader
– A projector
– A Smart Board
– Computers with internet access
A teacher’s planning of the tasks to be presented, resources
Listening/ Speaking
Lesson
My Sample 2
Exploring Social Issues
14+
Intermediate
Air Quality Concerns Close Schools, Colleges https://www.youtube.com/watch?v=Mter5lTxT2o
Students reflect on what they have learned about air pollution
What I found
surprising…
How my thinking changed…
What is the age of the students you are
planning this lesson? Describe your student language proficiency.
1 – Air Quality Concerns Close Schools, Colleges
Lesson Objectives
Students will be able to:
– use appropriate words and phrases to demonstrate their understanding of a social issue;
– listen for specific information;
– apply listening and encoding (spelling) skills
Knowledge
use (appropriate words and phrases)
APPLICATION
listen for specific information
EVALUATION
apply listening and encoding skills = Interpret
Business/Materials
How long is the video?
Is there anything about the content that may not be appropriate for children?
Is it good quality video or does it end abruptly for no apparent reason?
– https://www.youtube.com/watch?v=Mter5lTxT2 oAir Quality
Concerns Close Schools, Colleges. Video
Authentic material
With or Without Subtitles (level of my students)
– A projector
Do you have everything
The rule of thumb is to
keep most videos under
two minutes
My Sample 3. Course, Teacher`s Book. But
Set your own goals for your learners
Business Result Advanced – OUP
– Oxford University Press (10)
For pre-work and in-work professional students Advanced (C1-C2)
What is the age of the students you are planning this course?
Describe your students’
proficiency.
List the title.
Discuss why you think this course would be appropriate for your learners.
Business Result Advanced
A business English course for pre-work and in-work professional students.
Kate Baade, Michael Duckworth, David Grant, Christopher Holloway, Jane Hudson, John Hughes, Jon Naunton, Jim Scrivener, Rebecca Turner, and Penny McLarty
Business Result is a six-level business English course that gives students the communication skills they need for immediate use at work.
Leadership
Lesson Objectives
Students will be able to:
– create a personal vision statement that reflects the student’s personality traits and core values.
– set SMART goals that are specific, measurable, attainable, and realistic.
– write an action plan for achieving their goals
Synthesis
create
Evaluation
set smart goals = Summarize
write an action plan = Choose
Business/Materials
Business Result Advanced, НМК: Business Result
– A projector
– A Smart Board
– Computers with internet access
My Sample 4. STEM Lesson __ Addressing
Social Issues through Art
________________________
My Sample 4
Addressing Social Issues through Art
16+
Advanced (C1-C2)
English-Language Arts
History/Social Science
Visual Arts & Performing Arts
English Language Development
What social issues motivate students within their community? The purpose of this lesson is for Individual students to develop a Project where they design a nonprofit business plan using their art major to facilitate their organizations
Discuss why you think this STEM
Lesson would be appropriate for you
learners.
Lesson Objectives
Students will be able to:
– research the traits of artists and the purpose of their non-profit endeavors;
– compare and contrast findings, within small groups, discussing professional skill sets required to support these non-profits;
– create a list of outlandish ideas for potential non-profit
Analyze: research
compare
Synthesize: create
– English-Language Arts
– History/Social Science
– Visual Arts & Performing Arts
– English Language Development
– A projector
– A Smart Board
– Computers with internet access
Bloom’s Taxonomy Action Verbs
Blooms Taxonomy – Best
Bloom’s Taxonomy of Measurable Verbs
Benjamin Bloom created a taxonomy of measurable verbs to help us describe and classify observable knowledge, skills, attitudes, behaviors and abilities. The theory is based upon the idea that there are levels of observable actions that indicate something is happening in the brain (cognitive activity.) By creating learning objectives using measurable verbs, you indicate explicitly what the student must do in order to demonstrate learning. Verbs that demonstrate Critical Thinking
Bloom’s Taxonomy Action Verbs
Bloom’s Taxonomy Verbs
Use verbs aligned to Bloom’s Taxonomy to create discussion questions and lesson plans that ensure your students’ thinking progresses to higher levels.
Bloom’s Verbs
And Matching Assessment Types
Source: The Tenth Annual Curriculum Mapping Institute: Snowbird Utah, July15—18, 2004 Adapted from Benjamin Bloom
Watch Out for Verbs that are not Measurable
In order for an objective to give maximum structure to instruction, it should be free of vague or ambiguous words or phrases. The following lists notoriously ambiguous words or phrases which should be avoided so that the intended outcome is concise and explicit.
2. Warm-Up Activities
As a teacher, you always have to start with a warm-up when you begin a class to help the students waking up and start thinking about what they learned previously. The warm-up can be a quick review of the subject or a pre-lesson exercise of the new lesson. At the end of the warm-up, the teacher would take a look at where the student is at in terms of the exposure to the material they are going to learn or have learned in the previous lesson as a review.
Without Technology
Talk About…
– You have two minutes… introduce yourself to your partner.
• Now… introduce your partner to the group by sharing one interesting fact they told you.
• SWITCH! Variations Change the topic by giving a question – What did you do on the weekend? – What will you do at the weekend?
– Freestyle
How well do you know the teacher?
– Ask students to write down 5 questions they would like to ask you.
• Ask one student to come to the front.
– This student will now play the role of you and will guess the answer to five of the students’ questions.
• Give a «point» to the student for each correct answer and an ’x’ for an incorrect one.
• Each student takes turns guessing until each student has answered 5 questions.
• Re-ask questions that were answered incorrectly to gain more information about you.
• Once every student has had a chance to be the teacher, answer the questions about you which were left answered incorrectly.
Two Truths and a Lie Two of these statements are true, one is false. Which is which?
A.I’m afraid of horses.
B. I love sushi.
C. I have broken my arm right arm twice.
Picture Differences
• Another paired activity
• Students receive two similar pictures that have small differences • Students must communicate to discover what the differences are
• No peeking!
Picture That!
• Again… pair students
• One speaker, one drawer
• Speaker receives a picture which they must carefully describe to their partner
• Partner draws what is described
• At the end, compare pictures to judge success!
• Level of difficulty can be varied
20 Questions
• Give each student a picture cut out from a magazine
• Students ask each other yes/no questions to gather information and try to guess each other’s pictures
• Partners or group members may ask up to 20 yes/no questions
Can’t Say Yes or No In this game everyone is given a certain number of coins or squares of paper (about 10). Everyone moves around the room starting conversations and asking each other questions. The only rule is that you cannot say the words YES or NO. If you accidentally say one of these words, you have to give a coin or square to the person who you said it to.Try to trick each other by asking questions that you would almost always answer with a yes or no. Think of other ways to trick your friends. Sometimes asking two quick questions in a row works well. (Especially tag questions: Are you new here? This is your first time in America, isn’t it?). This game is a great way to practice using small talk and to add variety to your vocabulary. It also makes everyone laugh.
Fact or Fiction
In this game, one person tells a short story about themselves or someone they know or heard about. Usually, it is something funny or crazy. It can be a true story, or something made up. Example: Josh tells a story about his Uncle Leo who sleeps in the nude. One day Uncle Leo was sleepwalking and he went outside and took his dog for a walk. The next-door neighbor was coming home late from work and saw him! She called the police and he got arrested for being naked in public. Everyone around the room has to say whether they think Josh’s story is a fact (true) or fiction (made up). Josh reveals the truth when everyone has guessed. Members can take turns telling a story.
Chain Fairy tale
This is a fun writing warm-up. Everyone has a piece of paper and writes the first sentence or two to start a fairy tale (not one that already exists).Example: Once upon a time there was a frog that had no legs. He wanted to get married, but there were no female legless frogs in the land. After one minute the leader will say «SWITCH». At this time the writers have to put down their pens and pass the papers. They cannot finish their sentences. Then, the next writers will continue the story. After about ten minutes you will have as many silly stories to read as you have club members. The leader should warn the writers that they will soon have to wrap-up the story during the last two minutes so that each story has a conclusion. Read all of the stories out loud for a good laugh. You can extend this activity by trying to edit each other’s writing and spelling errors.
Jeopardy
In this game, which is based on the famous game show Jeopardy, everyone writes down ten answers to questions about themselves. After writing down the answers, people have to form pairs or small groups and try to find out what the questions are. Example: (answer = purple) «What is your favorite colour?» «Blue.» «What colour do you hate?» «Green.» «What colour is your underwear?» «Purple!» You can stop at three guesses if you want, or keep going until someone in the club can guess the question.
Hot Seat
In this game, the club is split up into two teams. One member from each team sits facing the group. The leader holds up a word (or writes it on the board if you are in a classroom) for all of the team members to see except for the two players in the hot seats. The teams must try to get the person in the hot seat to guess the word or phrase. The first person to guess correctly gets to stand up and a new member from their team takes the hot seat. The person on the other team has to remain in the hot seat until she gets an answer first. You can keep score or just play for fun. This game can also be played in pairs. One pair member closes their eyes while the leader shows the word to the other pair members. The first pair to get the word right gets a point. Warning! This is a loud game because people tend to get excited and yell!
Broken Telephone
This is a listening and pronunciation activity that always gets people laughing. The leader first must think of a sentence or phrase and whisper it to the person beside her. That person will then whisper what she heard to the next person. Each person can only say, «Can you please repeat that?» one time. When the message reaches the end of the chain that person must speak out loud. Oftentimes the message will be completely different when it reaches the end. Try to find out where the chain broke! In a big group, you can send the message two ways and find out which team comes closest to the real message. (A famous example is the army message that started as «Send reinforcements, we’re going to advance» and ended as «Send three and fourpence, we’re going to a dance.»)
Find Pikachu
The idea of this activity is simple: students go around the school to hunt for Pokémons trapped in the QR world! Each QR code contains a Pokémon with varying points depending on its level or tier, and a corresponding question or task. Of course, students must be able to answer the question, or do the task successfully in order to earn the points of the Pokémon they had caught!
Create a separate code with game rules that students scan before they go outside.
1. Ready your questions or tasks for
students.
It can be review questions from your topic
or unit, or simple tasks that students can
do during the activity.
For example, you can ask them to create a 6-box comics strip on their notebook or research something on the internet.
2. Download Pokémon characters that you want to use.
This website has a list of different Pokémon characters with their corresponding tiers or levels. Pick the characters that you want to include in the game according to the number of questions you have, i.e., 15 characters for 15 questions. A quick search on Google images will give you bunch of images to download.
3. Assign a question or task to a character
Easier questions should be assigned to lower-tier characters while challenging questions or tasks should go with the god-tier Pokémons. Feel free to vary the points as you wish, i.e.,
level 1 Pokémon = 1 point;
level 2 Pokémon = 3 points;
god-tier Pokémon = 5 points.
How to Create the Codes
QR Info Point https://qrinfopoint.com/
allows you to upload multimedia into your codes which is very crucial for this type of activity. Most importantly, it’s 100% free!
Create an account with QR Info Point. Creating an account lets you create dynamic QR codes (meaning, editable codes) which you can edit anytime!
Type QR Code’s title, for example: «Pikachu – Game Rules» (yes, I use Pikachu to introduce the game to the kids!)
Choose template, for example: «Personal» but this is optional.
Upload your multimedia content which, in this case, is your Pokémon character!
Change the text of the template, edit your content: type your question for the corresponding Pokémon character.
Click on «Save» button to generate QR Code.
Download the generated code as image file and rename, for example «Pikachu – Game Rules»
Repeat steps 1 to 7 for the remaining Pokémon characters/questions.
How to Set up and Play the Game
Print and cut out your generated QR codes. Tip: use PowerPoint (A4 size) to organize your QR codes. You can add a title or additional description on the printout.
Place printed QR codes across the school.
Put students into small teams or pairs with one person owning a mobile device.
Students search for and scan each QR code to catch a Pokemon and see the question or task.
Students work together to answer to the question or perform the task.
The team earns the point for the Pokemon if they got the correct answer.
The team with the highest points wins the game.
Requirements
Ask students in advance to download any FREE
QR code reader app
Students must have internet access during the game as the codes are linked to a 3rd party website (QR Info Point)
