CHAT 2Spring, 2016

Dr. Melinda PragueWilmington University

Where are your students going?

How are they going to get there?

How will you know when they've arrived?

Who is this lesson for?

What grade level?

Main Principles of Communicative Teaching

Suitable material

Mistakes /Natural

Use of target Language Positive

reinforcement

Involving

Enjoyable

MeaningfulInteractive

Communicative Teaching

What do you take into account when you design a lesson plan?

Five guiding principles: Variety

Coherence

Balance

Flexibility

Challenge

Balance

Flexibility

Variety

Challenge

Coherence

COMPONENTS OF A LESSON PLAN1- Information about

the learners:

How many?

Grade? ELL?

How old?

Who?

Students

COMPONENTS OF A LESSON PLAN2- OBJECTIVES:

Students’needs

Materials

Strategies

Standards

Objectives

COMPONENTS OF A LESSON PLAN3- Procedure

Logical sequencing

Who doeswhat?

How much time?

How todo?

What to do?

Procedure

COMPONENTS OF A LESSON PLAN4- Materials

Realia

OHPLap top

Data show

Audio-visualaids

BoardWall paper

Maps

Textbook+

Worksheets

Aids

After teaching this lesson, evaluate your lesson plan.

Summarize the flow of the lesson. What were the strengths, weaknesses and what would you change or do differently?

Johnson’s Considerations?

Before the lesson is prepared, the teacher should have a clear idea of what the teaching objectives are.

What, specifically, should the student be able to do, understand, care about as a result of the teaching.

Objectives should specify four main Objectives should specify four main things:things: AudienceAudience - Who? Who is this aimed at? - Who? Who is this aimed at? BehaviorBehavior - What? What do you expect them to be able to do? Use action - What? What do you expect them to be able to do? Use action

verbs to describe an overt, observable behavior.verbs to describe an overt, observable behavior. ConditionCondition - How? Under what circumstances will the learning occur? - How? Under what circumstances will the learning occur? DegreeDegree - How much? - How much?

This is often called the ABCD's of This is often called the ABCD's of objectives!objectives!

Instructional objectives should be SMART:

Specific - Use the ABCDs to create a clear and concise objective.

Measurable - Write the objective so that anyone can observe the learner perform desired action and objectively assess the performance.

Achievable - Make sure the learner can do what is required. Don't, for example, ask the learner to perform complex actions if they are a beginner in an area.

Relevant - Demonstrate value to the learner. Don't teach material that won't be used or on which you will not assess.

Timely and Time Bound - Ensure the performance will be used soon, not a year from now. Also, include any necessary time constraints, such as completing a task in "10 minutes or less."

Examples of Well-written Objectives

Psychomotor - Psychomotor - ““Given a standard balance beam raised to a standard Given a standard balance beam raised to a standard heightheight, , the studentthe student (attired in standard balance beam usage attire)(attired in standard balance beam usage attire) will will be able to walk the entire length of the balance beam (from one end to be able to walk the entire length of the balance beam (from one end to the other)the other) steadily, without falling off, and within a six second time steadily, without falling off, and within a six second time span.span.”” Audience - Audience - GreenGreen Behavior - Behavior - RedRed Condition - Condition - YellowYellow Degree - Degree - BlueBlue

Examples of Well-written Objectives

Cognitive (application) - Cognitive (application) - ““Given a sentence written in the past or present Given a sentence written in the past or present tense,tense, the studentthe student will be able to re-write the sentence in future tensewill be able to re-write the sentence in future tense with no errors in tense or tense contradiction (i.e., I will see her with no errors in tense or tense contradiction (i.e., I will see her yesterday.).yesterday.).””

Audience - Audience - GreenGreen Behavior - Behavior - RedRed Condition - Condition - YellowYellow Degree - Degree - BlueBlue

Objectives & Assessment:A Psychomotor ExampleGoal - Walk the length of a balance beam.Goal - Walk the length of a balance beam.

Objective Derived From GoalObjective Derived From GoalGiven a standard balance beam raised to a standard Given a standard balance beam raised to a standard

height, the student (attired in standard balance height, the student (attired in standard balance beam usage attire) will be able to walk the entire beam usage attire) will be able to walk the entire length of the balance beam (from one end to the length of the balance beam (from one end to the other) steadily, without falling off, and within a six other) steadily, without falling off, and within a six second time span.second time span.

Objectives & Assessment:A Psychomotor Example

Goal - Walk the length of a balance beam. Goal - Walk the length of a balance beam.

Assessment RubricAssessment Rubric5 - Walks the balance beam flawlessly. Does not need to check balance, does not pause. 5 - Walks the balance beam flawlessly. Does not need to check balance, does not pause.

Completes the walk within six seconds.Completes the walk within six seconds.4 - Walks the beam, but is somewhat unsteady. Completes the walk within six seconds.4 - Walks the beam, but is somewhat unsteady. Completes the walk within six seconds.3 - Walks the beam, but is somewhat unsteady. May pause one or more times. Takes 3 - Walks the beam, but is somewhat unsteady. May pause one or more times. Takes

more than six seconds to complete the walk.more than six seconds to complete the walk.2 - Walks the beam, but is very unsteady, almost falling off, may pause one or more 2 - Walks the beam, but is very unsteady, almost falling off, may pause one or more

times, and/or takes more than six seconds.times, and/or takes more than six seconds.1 - Falls off the beam before completing the walk.1 - Falls off the beam before completing the walk.0 - Falls off the beam immediately.0 - Falls off the beam immediately.

What will students be able to do during this lesson?

Under what conditions will students' performance be accomplished?

What is the degree or criterion on the basis of which satisfactory attainment of the objectives will be judged?

How will students demonstrate that they have learned and understood the objectives of the lesson?

Audience: The audience is the learner(s) that the objective is written for.

This is usually written "the learner" or "the student" however it could be written as specific as "The third grade science student". I suggest that "less is more". Make it simple so that the objective does not get too wordy. 

This is the heart of the objective and MUST be measurable AND observable. In addition, these verbs MUST be specific.

Verbs such as know, understand, comprehend, and appreciate are difficult to measure and are therefore not good choices for objectives.

Conditions are the circumstances under which the objectives must be completed.

What will the instructor allow the student to use in order to complete the instruction?

What equipment or tools can the student have access to such as a calculator, map, the book, class notes, etc? Obviously it would be much more difficult to make calculations without a calculator than with one

The degree identifies the standard that the learner must meet to reach acceptable performance.

In other words, what degree of accuracy does the learner have to achieve in order that his/her performance be judged proficient? The degree of accuracy should be related to real-world expectations.

Degree of accuracy can be related as a time limit (in 20 minutes), or a number of correct answers (7 out of 10) , or a range of accuracy (90%) or qualitative standard.

Each of these verbs are observable and measurable, making them work quite well in writing objectives for learning. This is not to say that these 100 verbs are the only ones are can be used effectively, however, they provide a great reference.

Goals determine purpose, aim, and rationale for what you and your students will engage in during class time. The goals are typically written as broad educational or unit goals adhering to State or National curriculum standards.

What are the broader objectives, aims, or goals of the unit plan/curriculum? What are your goals for this unit or lesson? What do you expect students to be able to do by the end of this unit or lesson?

Choose appropriate standards The teacher needs to know what standards of performance are to be

expected and when pupils will be held accountable for what is expected. The pupils should be informed about the standards of performance. Standards: will determine the type of lesson to be presented,

procedures to be followed, and behavioral expectations related to it, what the students are expected to do, what knowledge or skills are to be demonstrated and in what manner.

Lesson Plan Template

What is this objective missing? What is this objective missing?

““The student will be able to run 100 yards in less than 50 seconds.The student will be able to run 100 yards in less than 50 seconds.””

The The conditioncondition is missing. is missing.

Under what conditions? On a track? Up a hill with a 45 degree slope? Under what conditions? On a track? Up a hill with a 45 degree slope?

See how leaving this part out can drastically affect what and how you teach?See how leaving this part out can drastically affect what and how you teach?

What is this objective missing? What is this objective missing?

““Given the appropriate text, the student will recite a famous Haiku poem from Given the appropriate text, the student will recite a famous Haiku poem from that text.that text.

The The degreedegree is missing. is missing.

How must the student recite it? Flawlessly? With expression? How must the student recite it? Flawlessly? With expression?

Leaving this component out makes it very difficult to assess student Leaving this component out makes it very difficult to assess student performance.performance.

More Practice! http://www.personal.psu.edu/bxb11/Objectives/