Methodologies in Second Language Teaching
Microsoft Word - Lesson Plan, Hunter, 2004.doc Lesson plan based on Madeline Hunter model of explicit teaching Learning Area: Date: Title, topic, key question Learning Objectives (Goals) Students will:………………. Write learning objectives either as, students will understand (why, what, how, in what way) or will (verb plus detail). If you write ‘understand’, the criteria that demonstrate this understanding need to be included here or in the detail of ongoing assessment so that how students will demonstrate their understanding is clear. If you link goals to understandings (generalizations), you ensure that learning focuses on big picture learning as well as more specific goals. Anticipatory set: Describe how you will gain the student’s attention, capture their interest, tune in to their prior knowledge, and make connections with their lives, e.g. a task which surfaces prior knowledge, discussion of an object, asking a question, listening to some music, drawing a mind map etc. Communicate Learning Objectives: Indicate how learning goals will be communicated to students, how purposes will be made clear and how the worth of the learning explained Ongoing assessment (Checking for understanding and giving feedback) Identify what you may want to note about students’ prior knowledge, and any questions they may have about the topic Input( including modelling): Identify and organise what information is essential to enable students to see the relationship of each part to other parts and the whole. Present and explain information clearly with examples that highlight the concept or generalization (understanding). Use a model if possible so students can see the end result of what the completed task looks like. Model and explain how you go about the process e.g. how to complete a graphic organizer or worksheet, how to use a piece of apparatus, how to find out some information etc. Note formative assessment strategies to be used to check students understanding of skills and concepts that have been introduced Guided Practice: Describe the learning activities that the students are going to do. This could be divided into introductory, guided inquiry/practice and culminating learning experiences if you wish. Indicate how students will demonstrate their final learning. Indicate what formative and summative assessment strategies are going to be used to provide feedback and assess what the students are learning Conclusion Note how the lesson is to be concluded. Note how learning is going to be summarized for students and what self-evaluation or reflection they are going to be asked to do e.g. a rubric. Independent Practice: Indicate what follow-up assignments and homework the students will complete to facilitate long- term retention Evaluation: Indicate to what extent learning objectives were, or were not achieved and what evidence indicated this. Identify areas of difficulty for the whole group or individuals and indicate how this may be dealt with. Comment on suggestions for future learning. Reference: Hunter, R. (2004) Madeline Hunter’s Mastery Teaching. Increasing instructional effectiveness in elementary and secondary schools. Updated edition. Thousand Oaks, CA: Corwin Press. Microsoft Word - Lesson Plan, Hunter, 2004.doc Lesson plan based on Madeline Hunter model of explicit teaching Learning Area: Date: Title, topic, key question Learning Objectives (Goals) Students will:………………. Write learning objectives either as, students will understand (why, what, how, in what way) or will (verb plus detail). If you write ‘understand’, the criteria that demonstrate this understanding need to be included here or in the detail of ongoing assessment so that how students will demonstrate their understanding is clear. If you link goals to understandings (generalizations), you ensure that learning focuses on big picture learning as well as more specific goals. Anticipatory set: Describe how you will gain the student’s attention, capture their interest, tune in to their prior knowledge, and make connections with their lives, e.g. a task which surfaces prior knowledge, discussion of an object, asking a question, listening to some music, drawing a mind map etc. Communicate Learning Objectives: Indicate how learning goals will be communicated to students, how purposes will be made clear and how the worth of the learning explained Ongoing assessment (Checking for understanding and giving feedback) Identify what you may want to note about students’ prior knowledge, and any questions they may have about the topic Input( including modelling): Identify and organise what information is essential to enable students to see the relationship of each part to other parts and the whole. Present and explain information clearly with examples that highlight the concept or generalization (understanding). Use a model if possible so students can see the end result of what the completed task looks like. Model and explain how you go about the process e.g. how to complete a graphic organizer or worksheet, how to use a piece of apparatus, how to find out some information etc. Note formative assessment strategies to be used to check students understanding of skills and concepts that have been introduced Guided Practice: Describe the learning activities that the students are going to do. This could be divided into introductory, guided inquiry/practice and culminating learning experiences if you wish. Indicate how students will demonstrate their final learning. Indicate what formative and summative assessment strategies are going to be used to provide feedback and assess what the students are learning Conclusion Note how the lesson is to be concluded. Note how learning is going to be summarized for students and what self-evaluation or reflection they are going to be asked to do e.g. a rubric. Independent Practice: Indicate what follow-up assignments and homework the students will complete to facilitate long- term retention Evaluation: Indicate to what extent learning objectives were, or were not achieved and what evidence indicated this. Identify areas of difficulty for the whole group or individuals and indicate how this may be dealt with. Comment on suggestions for future learning. Reference: Hunter, R. (2004) Madeline Hunter’s Mastery Teaching. Increasing instructional effectiveness in elementary and secondary schools. Updated edition. Thousand Oaks, CA: Corwin Press. Microsoft Word - Lesson Plan, Hunter, 2004.doc Lesson plan based on Madeline Hunter model of explicit teaching Learning Area: Date: Title, topic, key question Learning Objectives (Goals) Students will:………………. Write learning objectives either as, students will understand (why, what, how, in what way) or will (verb plus detail). If you write ‘understand’, the criteria that demonstrate this understanding need to be included here or in the detail of ongoing assessment so that how students will demonstrate their understanding is clear. If you link goals to understandings (generalizations), you ensure that learning focuses on big picture learning as well as more specific goals. Anticipatory set: Describe how you will gain the student’s attention, capture their interest, tune in to their prior knowledge, and make connections with their lives, e.g. a task which surfaces prior knowledge, discussion of an object, asking a question, listening to some music, drawing a mind map etc. Communicate Learning Objectives: Indicate how learning goals will be communicated to students, how purposes will be made clear and how the worth of the learning explained Ongoing assessment (Checking for understanding and giving feedback) Identify what you may want to note about students’ prior knowledge, and any questions they may have about the topic Input( including modelling): Identify and organise what information is essential to enable students to see the relationship of each part to other parts and the whole. Present and explain information clearly with examples that highlight the concept or generalization (understanding). Use a model if possible so students can see the end result of what the completed task looks like. Model and explain how you go about the process e.g. how to complete a graphic organizer or worksheet, how to use a piece of apparatus, how to find out some information etc. Note formative assessment strategies to be used to check students understanding of skills and concepts that have been introduced Guided Practice: Describe the learning activities that the students are going to do. This could be divided into introductory, guided inquiry/practice and culminating learning experiences if you wish. Indicate how students will demonstrate their final learning. Indicate what formative and summative assessment strategies are going to be used to provide feedback and assess what the students are learning Conclusion Note how the lesson is to be concluded. Note how learning is going to be summarized for students and what self-evaluation or reflection they are going to be asked to do e.g. a rubric. Independent Practice: Indicate what follow-up assignments and homework the students will complete to facilitate long- term retention Evaluation: Indicate to what extent learning objectives were, or were not achieved and what evidence indicated this. Identify areas of difficulty for the whole group or individuals and indicate how this may be dealt with. Comment on suggestions for future learning. Reference: Hunter, R. (2004) Madeline Hunter’s Mastery Teaching. Increasing instructional effectiveness in elementary and secondary schools. Updated edition. Thousand Oaks, CA: Corwin Press.