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Planning continuum image - Coggle Diagram

- - - - Written plans act as a useful record of what we hoped to achieve, and where we amend these records (after the lesson) to say what actually happened, they become effective accounts which we can use for action research
- - - - A bried "running order"
        
        A 'running order' of activities, perhaps with a note of specific language points or materialsthat will have used
    - - Dream through the lesson
        
        Don't write anything and repeatedly imagine your way through the lesson, perhaps with your eyes closed. Think up possible different routes that you might initiate or that learners might. See where each leads.
    - - Jungle path
        
        Not to predict and prepare so much, but to create the lesson moment by moment in class with you and your learners working with whatever is happening in the room
    - - Focus on the 'critical learning moments'
        
        Before class decide on a number of specific key things you hope learners will gain from the class
    - - Lesson images
        
        Draw sketch pictures of the class at several key moments in the lesson. Show what learners and teacher are doing.
    - - Half-plan
        
        In class, spontaneously work on language isues as they come up if they are useful, interesting and appropriate for students.
    - - Plan the 'critical teaching moments'
        
        Instructions, explanations, feedback,stages and so on
    - - Where's the meat?
        
        Decide on your teaching strategies to get to where the learning is going on