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Planning for Teaching and Learning, Teachers should do all they can do to…
Planning for Teaching and Learning
Lesson Planning
Considerations:
Learner needs
Outcomes/Objectives
Standards
Review
Learner Involvement
Materials
Tasks/Activities
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Standards and Accountability
Content Standards
Learners are expected to know, be able to do.
Performance indicators, descriptors: demonstrate proficiency within content standards, levels.
College and Career Readiness Standards (CCRS)
English Language Proficiency Standards (ELPS) for Adult Education
High-leverage Practices: scaffold learning, address the academic language demands of a lesson, promote peer collaborations, prompt higher-order thinking, and provide language to make that thinking possible
Teachers should select material that satisfies both learner needs and program standards
Teachers should understand how standardized tests are used as assessments which are tied to standards
Ways to measure achievement of students, effectiveness of instruction
Prioritize instruction to meet student's concerns
Ever evolving and changing
Approaches
Backward design: Desired outcomes of a lesson, then assessment, and lastly activity planning
Central design: Materials and activities based on problem or issue in the students' lives, needs of learners first
Components
Expected outcome
Standards addressed
Learning objectives, students accomplishments
Language functions, target language to be produced
Teacher knowledge of grammar or academic language function
Learner skills to be practiced
Contexts or themes to utilize
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Building Continuity
Curricular routines, daily routines
Teacher and Learner Interactions
Teacher talk
Direct Instruction, Directions, Transitions, Questioning, Feedback, Warm-up chats
Extraneous Teacher Talk
Complex language, excessive words can clutter the air
Maximizing Learner Involvement
Reflection: What did I do in this lesson that my learners could have done? (Jack Richards)
Giving Clear Directions
Checking Learner Understanding
Questions to promote Critical Thinking
Modeling interest in ideas
Constructing understanding
Facilitating and clarifying thinking, genuine interest
Important Reminders
Wait time, important to provide enough time for learners to respond, don't rush
Communicate encouragement of questions, clarification
Frequent checks for understanding, avoid simple yes or no answers to assure understanding
Promoting Learning Beyond the Classroom
Developing Learning Strategies
Direct
Memory Strategies
Cognitive Strategies, enhance understanding
Compensation Strategies, overcome limitations
Indirect
Organizational Strategies
Affective Strategies, emotional state for learning
Social Strategies, promote learning cooperatively
Strategies made explicit through instruction
Listening Strategies, demonstrate how to listen effectively
Vocabulary strategies, repetition
Teachers should do all they can do to reconcile learners' needs with program standards