How do we go about planning a lesson?
We can throw out questions and see how they progress:
Jay Doubleyou: socratic method pt 2
We can focus on 'getting something done':
Jay Doubleyou: task-based learning
We can find lots of ready-made lesson plans to guide us through 'what to do':
Jay Doubleyou: free english lessons with esolcourses.com
But we need something flexible enough to manage different levels/expectations/personalities:
Jay Doubleyou: mixed levels in the esl/esol/tefl classroom
Perhaps a non-linear approach would help:
When it comes to learning new skills... every type of student is different. Some people prefer linear learning, others non-linear learning. Some excel by listening to a teacher in the classroom and absorbing the information from A to Z, others thrive by a learning process that doesn’t necessarily follow a fixed, pre-programmed path but is dynamic, interactive, and intuitive. As we are propelled into the future of work, the need for agile and efficient learning strategies is rising. So when we look at linear vs non-linear learning, what is the most effective approach.Linear vs Non-linear Learning and the Future of Work
Duncan Foord writing in the E T Professional looks at 'lesson planning right from the heart':
Lesson Planning From The Heart PDF | PDF
As a colleague points out:
Back in August as I was preparing to teach my first ever teacher training course, I stumbled upon an article called Lesson planning right from the heart by Duncan Foord (English Teaching Professional, 93, July 2014 – the article is available here if you’re a subscriber), and the idea suggested there struck a deep cord with me; we discussed the article with the trainees on the very first day of the course, and I think it sent a very important message and made a lot of difference to the outcome of the whole course.
In his article, Foord suggests planning the lesson in a way that reflects the approach outlined above, by stepping away from a ‘linear’ lesson plan (in which the task comes at the end and might easily get sacrificed for time reasons) and instead thinking of the plan as a heart (the task, which is the lesson aim) – supported by activities, all of which are valuable, and yet ‘droppable’:
...
2014 take-aways – and a few resolutions | Olya Sergeeva's ELT blog
Here are some more ideas:
Non‐linearity and the observed lesson
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