1. Lesson Planning and Writing Objectives Facilitators: Aaron Cooper, Peace Corps Volunteer, Dept. of Education Sonja Follett, English Language Fellow, Khovd University Secondary School Teacher Training: Workshop #1 October 22, 2011

2. Case Scenarios As teachers, how do we respond to the frequent challenges that take place in the classroom? As teachers, how do we respond to the frequent challenges that take place in the classroom? What are ways that we can create positive solutions to issues or prevent them from even occurring? What are ways that we can create positive solutions to issues or prevent them from even occurring? In groups: please read your case scenario and come up with one way to resolve the problem and one way to potentially prevent it. In groups: please read your case scenario and come up with one way to resolve the problem and one way to potentially prevent it. Share with the group! Share with the group!

3. Planning for the Unexpected… As teachers, we can’t anticipate EVERYTHING that will take place in the classroom As teachers, we can’t anticipate EVERYTHING that will take place in the classroom However…we do have control over the content, objectives and learning taking place However…we do have control over the content, objectives and learning taking place Being prepared is not only a goal for good teachers, it is a requirement Being prepared is not only a goal for good teachers, it is a requirement As a result…we must LESSON PLAN! As a result…we must LESSON PLAN!

4. What is Lesson Planning? In pairs, please brainstorm and discuss what it means to plan for a lesson. Consider the following questions. In pairs, please brainstorm and discuss what it means to plan for a lesson. Consider the following questions. How do you prepare for your classes? How do you prepare for your classes? What objectives do you have for each class? What objectives do you have for each class? How do you assess whether students understand new content? How do you assess whether students understand new content? Do you think about your student’s learning needs or interests when you plan? Do you think about your student’s learning needs or interests when you plan?

5. Lesson Plans - Defined A lesson plan is a teacher's detailed description of the course of instruction for one class. A lesson plan is a teacher's detailed description of the course of instruction for one class.teacher A daily lesson plan is developed by a teacher to guide class instruction. A daily lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children. Details will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children. There may be requirements mandated by the school system regarding the plan. Source: Wikipedia There may be requirements mandated by the school system regarding the plan. Source: Wikipedia

6. Why Lesson Plan? Answer the 4 questions. Discuss your answers with your peer. Report to the group Why is lesson planning important? Why is lesson planning important? How is lesson planning important for the teacher? For the learners? How is lesson planning important for the teacher? For the learners? What do you take into account when you design a lesson plan? What do you take into account when you design a lesson plan? What constant components are there in your lesson plan? What constant components are there in your lesson plan?

7. Why is lesson planning important? Being clear on what you want to teach. Being clear on what you want to teach. Being ready to cope with whatever happens. Being ready to cope with whatever happens. Give your teaching a framework, an overall shape. Give your teaching a framework, an overall shape. A reminder for the teacher when they get distracted. A reminder for the teacher when they get distracted. It suggests a level of professionalism and real commitment. It suggests a level of professionalism and real commitment.

8. How is lesson planning important for teachers and learners? For the teacher They don’t have to think on their feet. They don’t have to think on their feet. They don’t lose face in front of their learners. They don’t lose face in front of their learners. They are clear on the procedure to follow. They are clear on the procedure to follow. They build on previous teaching and prepare for coming lessons They build on previous teaching and prepare for coming lessons For the learner They realize that the teacher cares for their learning. They realize that the teacher cares for their learning. They attend a structured lesson: easier to assimilate They attend a structured lesson: easier to assimilate They appreciate their teacher’s work as a model of well-organized work to imitate. They appreciate their teacher’s work as a model of well-organized work to imitate.

9. What Should Every Lesson Plan Include? In groups, brainstorm a list of items you think should be included in a lesson plan Try pretending that another teacher has to teach your lesson Think about the information they would need to know to teach the class

10. What Should Every Lesson Plan Include? Description or Profile of the Students (language level, native languages, reason for taking the class, etc.) Description or Profile of the Students (language level, native languages, reason for taking the class, etc.) Topic or Theme Topic or Theme Objectives (Activity, Lesson or Unit) Objectives (Activity, Lesson or Unit) Materials (what equipment/materials do you need) Materials (what equipment/materials do you need) Procedure (detailed explanation of the activities, directions and assessment) Procedure (detailed explanation of the activities, directions and assessment) Assessment Assessment

11. Lesson Plan Structure: PPP Presentation (the teacher provides instruction and directions) Presentation (the teacher provides instruction and directions) Practice (students see examples, practice using the new information) Practice (students see examples, practice using the new information) Production (students produce the new content in a way that is measurable and can be assessed) Production (students produce the new content in a way that is measurable and can be assessed)

12. Lesson Plan Examples Please spend 5 minutes reading through the lesson plan on Compare/Contrast Please spend 5 minutes reading through the lesson plan on Compare/Contrast In groups, please discuss the lesson plan In groups, please discuss the lesson plan Questions to consider…does this plan include the items we just mentioned? Questions to consider…does this plan include the items we just mentioned? If you were teaching the class, would you know what to do? If you were teaching the class, would you know what to do? Is there anything you would include or remove? Is there anything you would include or remove?

13. Writing Objectives What are instructional objectives? What are instructional objectives? Instructional objectives are specific, measurable, short-term, observable student behaviors. Instructional objectives are specific, measurable, short-term, observable student behaviors. An objective is a description of a performance you want learners to be able to exhibit before you consider them competent. An objective is a description of a performance you want learners to be able to exhibit before you consider them competent. An objective describes an intended result of instruction, rather than the process of instruction itself. An objective describes an intended result of instruction, rather than the process of instruction itself.

14. Why are objectives important? Good Objectives: provide direction to instruction provide direction to instruction provide guidelines for assessment provide guidelines for assessment Convey instructional intent to others Convey instructional intent to others

15. Writing Objectives: A Three Step Process 1: Create a Stem 1: Create a Stem 2: Add a verb (note: try Bloom’s Taxonomy) 2: Add a verb (note: try Bloom’s Taxonomy) 3: Determine the actual product, process or outcome 3: Determine the actual product, process or outcome

16. 1. Create a Stem Stem Examples: After completing the lesson, the student will be able to... After completing the lesson, the student will be able to... After this unit, the student will have... After this unit, the student will have... By completing the activities, the student will... By completing the activities, the student will... At the conclusion of the course/unit/study the student will... At the conclusion of the course/unit/study the student will...

17. 2. Add a Verb analyze, recognize, compare, provide, list, etc. analyze, recognize, compare, provide, list, etc. Bloom’s Taxonomy is used for this particular step Bloom’s Taxonomy is used for this particular step (See handout provided)

18. 3: Determine the product, process or outcome After completing this lesson, the student will be able to identify 2 causes of global warming After completing this lesson, the student will be able to identify 2 causes of global warming At the end of the lesson, students should be able to summarize the two different viewpoints about global warming At the end of the lesson, students should be able to summarize the two different viewpoints about global warming

19. Bloom’s Taxonomy In 1956, Benjamin Bloom identified 3 types of learning. Cognitive : mental skills ( Knowledge ) Cognitive : mental skills ( Knowledge ) Affective : growth in feelings or emotional areas ( Attitude ) Affective : growth in feelings or emotional areas ( Attitude ) Psychomotor : manual or physical skills ( Skills ) Psychomotor : manual or physical skills ( Skills ) In language learning – we evaluate cognitive learning In language learning – we evaluate cognitive learning

20. Cognitive Categories Knowledge Knowledge Comprehension Comprehension Application Application Analysis Analysis Synthesis Synthesis Evaluation Evaluation

21. Is this a Good Objective? By the end of the lesson, students should be able to… 1)Identify and define 10 words about the environment 2)Appreciate the beauty of nature 3)Analyze 2 effects of pollution on the environment 4)Be familiar with global warming 5)Summarize the connection between pollution and global warming

22. Group Practice! Please refer to your Bloom’s Taxonomy Handout for the following activity In groups: Use the 3 step process and Bloom’s Taxonomy, to create 2 objectives for a lesson about clothing Use the 3 step process and Bloom’s Taxonomy, to create 2 objectives for a lesson about clothing Please use 2 different cognitive categories (such as comprehension and evaluation) Please use 2 different cognitive categories (such as comprehension and evaluation)

23. Evaluation of Objectives Do your objectives meet the following criteria? Specific Specific Measurable Measurable Short-term Short-term Observable Observable Student Outcome Based Student Outcome Based

24. Diamantes (Group Practice) In groups, read through the lesson plan on diamantes In groups, read through the lesson plan on diamantes Next, create 4 objectives for this lesson using the criteria we have reviewed (3 Step + Bloom) Next, create 4 objectives for this lesson using the criteria we have reviewed (3 Step + Bloom) Share your criteria with the class! Share your criteria with the class!

25. Applying What We Know In pairs – brainstorm about the topics you teach in your classrooms (greetings, clothing, telling time, etc.) In pairs – brainstorm about the topics you teach in your classrooms (greetings, clothing, telling time, etc.) Then, choose one topic to create a lesson plan about Then, choose one topic to create a lesson plan about Using the template provided, create a brief lesson plan Using the template provided, create a brief lesson plan Be sure to use the criteria we’ve discussed! Be sure to use the criteria we’ve discussed!

26. Discussion/Evaluation Please share your lesson plan with everyone! Please share your lesson plan with everyone! Please provide helpful feedback about each lesson plan! Please provide helpful feedback about each lesson plan! Please share what is difficult about lesson planning! Please share what is difficult about lesson planning! Please share what is useful about lesson planning! Please share what is useful about lesson planning!