100 Ideas for Lesson Planning (Continuums One Hundreds)

✍ Scribed by Anthony Haynes

• Publisher: Continuum
• Year: 2007
• Tongue: English
• Leaves: 129
• Series: Continuums One Hundreds
• Category: Library

✦ Synopsis

Lesson planning and preparation is one of the most important aspects of teaching. It is also one of the hardest aspects to learn. Student teachers, for example, often find it difficult to gauge how to pitch or pace a lesson. This book provides solutions. It not only provides easily understood practical ideas but also sets them in a coherent overall framework based on the ideas that planning and preparation are part of a total cyclical process involving pedagogy, curriculum, learning and assessment.  Planning and preparation are personal matters related to an individual teacher but this does not mean that teachers cannot learn from each other or that thinking about planning and preparation is arbitrary. Coverage includes often neglected areas such as the affective curriculum, language across the curriculum, and homework.

✦ Table of Contents

Half-title......Page 2
Title......Page 4
Copyright......Page 5
Contents......Page 6
PREFACE......Page 12
SECTION 1 Introducing planning......Page 14
1 BENEFITING FROM PLANNING......Page 15
2 THE PLACE OF PLANNING IN THE LEARNING CYCLE......Page 16
3 THE DIFFERENCE BETWEEN 'PLANNING' AND PLANNING......Page 17
4 GOOD PLANNING RESPONDS TO CONTEXT......Page 18
5 YOUR OWN STYLE......Page 19
6 LONG-TERM PLANNING......Page 20
7 SCHEMES OF WORK......Page 21
SECTION 2 Needs, aims and objectives......Page 22
8 ANALYSIS OF NEEDS......Page 23
9 AIMS......Page 24
10 SELF-ASSESSMENT OF AIMS......Page 25
11 THE RATIONALE OF OBJECTIVES......Page 26
12 SETTING OBJECTIVES......Page 27
13 WRITING YOUR LEARNING OBJECTIVES......Page 28
14 SETTING A VARIETY OF OBJECTIVES......Page 29
15 THE LIMITATIONS OF LEARNING OBJECTIVES......Page 30
SECTION 3 Learning......Page 32
16 BEHAVIOURIST LEARNING......Page 33
17 COGNITIVIST LEARNING......Page 34
18 GESTALT-IST LEARNING......Page 35
19 KNOWLEDGE AND UNDERSTANDING......Page 36
20 EXTENSIVE KNOWLEDGE......Page 37
21 SKILLS, TECHNIQUES AND METHODS......Page 38
22 ATTITUDES......Page 39
23 JUDGEMENT AND DECISION-MAKING......Page 40
24 THE PLACE OF EMOTIONAL EDUCATION......Page 41
25 PLANNING FOR THEORETICAL LEARNING......Page 42
26 PLANNING FOR LEARNING FROM THE CONCRETE......Page 43
27 PLANNING FOR REFLECTIVE LEARNING......Page 44
28 PLANNING FOR ACTIVE LEARNING......Page 45
SECTION 4 The two BIG ideas ? progression and differentiation......Page 46
29 PLANNING PROGRESSION FROM PRIOR LEARNING......Page 47
30 PLANNING FUTURE PROGRESSION......Page 48
31 CROSS-CURRICULAR LINKS......Page 49
32 DIFFERENTIATION......Page 50
33 USING ASSESSMENT DATA......Page 51
34 A MASTER THEORY......Page 52
35 EXTENSION MATERIAL......Page 53
SECTION 5 The role of language......Page 54
36 THE IMPORTANCE OF LANGUAGE......Page 55
37 PLANNING LISTENING ACTIVITIES......Page 56
38 PLANNING SPEAKING ACTIVITIES......Page 57
39 THE PLACE OF PAIR WORK......Page 58
40 SMALL GROUP DISCUSSION......Page 59
41 PLANNING WHOLE CLASS DISCUSSION......Page 60
42 PLANNING READING......Page 61
43 PLANNING TO DEVELOP COMPREHENSION......Page 62
44 TEACHING PUPILS TO LEARN FROM WHOLE BOOKS......Page 63
45 PLANNING WRITING......Page 64
46 PREPARING MODELS FOR WRITING ASSIGNMENTS......Page 65
47 SPECIFYING THE READER......Page 66
48 TEACHING ABOUT SUBJECT DISCOURSE......Page 67
SECTION 6 Pedagogy......Page 68
49 CLASSROOM LAYOUT......Page 69
50 TASK ANALYSIS......Page 70
51 AT THE VERY BEGINNING......Page 71
52 A SUCCESSFUL LESSON STRUCTURE......Page 72
53 AN ALTERNATIVE WAY TO STRUCTURE LESSONS......Page 73
54 FOUR WAYS TO GET A LESSON MOVING......Page 74
55 PACE - AND RHYTHM......Page 75
56 PLANNING PRACTICE SESSIONS......Page 76
57 PLANNING INSTRUCTION......Page 77
58 PREPARATION FOR CHALK-AND-TALK......Page 78
59 DEATH BY POWERPOINT......Page 79
60 RAILWAYS AND THE OTTOMAN EMPIRE......Page 80
61 MODELLING......Page 81
62 THE RED HERRING......Page 82
63 QUESTION TIME......Page 83
64 QUESTION-AND-ANSWER VERSUS CHALK-AND-TALK......Page 84
65 SORTING ACTIVITIES......Page 85
66 SCORING ACTIVITIES......Page 86
67 LOGIC......Page 87
68 LATERAL THINKING......Page 88
69 M TRAPS DAVE......Page 89
70 PUPIL RESEARCH......Page 90
71 CHECKING......Page 91
72 WHAT MAKES A BAD LESSON......Page 92
73 JUST DO IT......Page 93
74 FILLERS......Page 94
75 ALLOWING TIME TO SET HOMEWORK......Page 96
76 VARIETIES OF HOMEWORK......Page 97
77 USING SUPPORT......Page 98
SECTION 7 Three big issues......Page 100
78 GETTING THE TIMING RIGHT......Page 101
79 GETTING THE PITCH RIGHT......Page 102
80 EXPECTATIONS......Page 103
SECTION 8 After the lesson......Page 104
81 KEEPING RECORDS OF YOUR PLANS......Page 105
82 TWO-STEP APPROACH TO EVALUATION......Page 106
83 DETAILED EVALUATION......Page 107
84 BROAD-BRUSH EVALUATION......Page 108
85 REVIEW......Page 109
SECTION 9 Resources......Page 110
86 USE AND ABUSE OF TEXTBOOKS......Page 111
87 PREPARING TEACHING MATERIALS......Page 112
88 ASSESSING READABILITY......Page 113
89 PREPARING QUESTION SHEETS......Page 114
90 MAKE YOUR LESSON PLANS VISUAL......Page 115
91 INDEXING YOUR RESOURCES......Page 116
91 LESSON PLANS ON THE INTERNET......Page 117
SECTION 10 Development......Page 118
93 SELF-EVALUATION IN THE LIGHT OF RESEARCH FINDINGS......Page 119
94 EVIDENCE-INFORMED LESSON PLANNING......Page 120
95 REFLECTING ON YOUR OWN LEARNING......Page 121
96 REVERSAL......Page 122
97 BOOKS FOR TEACHERS ABOUT LESSON PLANNING......Page 123
98 LESSON PLANNING AND YOUR SELF-DEVELOPMENT......Page 124
99 PUBLISH YOUR LESSON PLANS......Page 125
100 ADVANCED LESSON PLANNING......Page 126
APPENDIX: THE PERFECT PLAN......Page 127
REFERENCES......Page 128

✦ Subjects

Языки и языкознание;Английский язык;Преподавание английского языка / Teaching English as a Foreign Language;