PLANNING LESSONS

Planning lessons means the step for the teacher to manage and guide learning in the classroom in a more effective and organized way. For this, the teacher will take into account many aspects of this process.

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PRE-PLANNING

Consider some factors like the language level of our students, their educational and cultural background, levels of motivation, learning styles.

• Activities: they will be grouped, we have a chance to balance the exercises in our lessons.

• Skills: we still need to plan exactly how students are going to work with the skill and what sub-skills we wish to practice.

• Language:  the students have to learn, practice, research or use the language.

• Content: good planner takes time to think about how students can best work with them.

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THE PLAN

The kind of lesson we want to teach, we can make the lesson plan.

The planning continuum

The way that teachers plan lessons depends upon the circumstances in wich the lesson is to take place on the teacher’s experience. Teacher may do all the pre-planning in their head and make actual decisions about what to include in the lesson. 

That means, the continuum occurs when teachers are following a coursebook and they do exactly what the book says.

Experienced teachers may well be able to run effective lessons without making a plan.  Anyway, there is a risk in running a lesson in that way.

Making a plan

• Pre-planning background
• Pre-planning decisions: as a result of the background information.
• The plan: on the basis of our pre-planing decisions we now make our plan.

The formal plan

Teachers are to be observed and assessed as part of a training scheme.

• Class description and timetable fit: It's necesary to make a description of the students, to order the information and details of each one.

• Lesson aims: This aims are that we expected the students will be able to do. A lesson will often have more than one aim.

• Activities, procedures, and timing: Include the aids that teacher going to use, and show the different interactions which will take place in the class.

• Problems and possibilities: It also includes alternative activities in case we find it necessary to divert from the lesson sequence we had hoped to follow.

Planning a sequence of lessons

Is based on the same principles as planning a single lesson.

• Before and during: we will need to revisit this scheme constantly to update it.

• Short and long-term goals: Motivated to students, the students need short-term goals.

• Thematic strands: Set focus on different content in each individual lesson.

• Language planning: Make a balance of activities, and modify the programme when it's necessary.

• Activity balance: Is the level of student involvement in the course. It's important meet the different learning styles of the students in the class.

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USING LESSON PLANS

We will still have to use that plan in the classroom.

Action and reaction

Transformed the proposal in a plan into an action, in order to trigger the student reaction.

• Magic moments: The occurrence of such magic moments helps to provide and sustain a group’s motivation.

• Sensible diversion: Take the opportunity to connect the topic of the class with an non expected fact develop in class.

• Unforeseen problems: we may have planned an activity based on the number of students. If some students have already finished an activity we cannot just leave those students to get bored.

Plans as records and research tools

We can look back at what we have done in order to decide what to do next.                       
Lesson planning in this way allows us to act as our observes and aids us in our own development.

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TEAM:

- Pacara Ichpas, Yamile 
- Rojas Baldeón, Roxana 
- Salvatierra Paredes, Fiorella
- Uscata Villa, Mariluz

HF - VI cycle