Дизайн урока и планирование с нуля / Lesson Design and Planning from scratch. Technology integration

* Images. By complying with the terms of the Creative Commons License chosen by the copyright holder you can safely use the image. Images licensed under Creative Commons are easily located. Google offers a tool to Find Creative Commons Images in Google Images

We can teach a lesson about Russia, but what do we want our students to be able to do

afterward?

List regions?

Label them on a map?

Describe geographical differences?

There are so many choices!

Depending on what you want students to be able to DO at the end of a lesson, it will help us choose the right action verb for writing an instructional objective.

Instructional objectives often will depend on the overall curriculum plan and the level of the learners, but it also involves the teacher’s influence in designing a lesson.

Are you fed up with using the same old methods to introduce your lesson topic?

Do you ever have trouble writing learning objectives for your lessons? Often we know what we want our students to learn, but more importantly, we need to decide what we want our students to be able to do after a particular lesson or class.

The ABCD method of writing objectives is an excellent way to structure instructional objectives. In this method, «A» is for the audience, «B» is for behavior, «C» for conditions, and «D» is for the degree of mastery needed.

Example: -«Given a sentence written in the past or present tense, the student will be able to re-write the sentence in future tense with no errors in tense or tense contradiction (i.e., I will see her yesterday.).» The key here is to use verbs that indicate a clearly observable and measurable action. Appropriate action verbs for the cognitive, affective, and psychomotor domains are listed below.

Bloom’s Taxonomy of the Cognitive Domain Bloom’s taxonomy of cognitive learning, originated by Benjamin Bloom and collaborators in the 1950s, describes several categories of cognitive learning.

This taxonomy was revised in 2001 by Anderson and Krathwohl to change the category names from nouns to verbs, and to switch the Evaluation and Synthesis levels in the hierarchy.

Many people also call the analysis, synthesis/create, and evaluation categories «problem-solving.»

ACTION VERBS APPROPRIATE FOR EACH LEVEL OF

BLOOM’S/ANDERSON & KRATHWOHL’S TAXONOMY (Cognitive

Domain)

Remember: Define Identify List Name Recall Recognize Record Relate Repeat Underline

Understand: Choose Cite examples of Demonstrate use of Describe Determine

Differentiate between Discriminate Discuss Explain Express Give in own words Identify

Interpret Locate Pick Report Restate Review Recognize Select Tell Translate Respond

Practice Simulates

Apply: Apply Demonstrate Dramatize Employ Generalize Illustrate

Interpret Operate Operationalize Practice Relate Schedule Shop Use Utilize Initiate

Analyze: Analyze Appraise Calculate Categorize Compare Conclude Contrast Correlate Criticize

Deduce Debate Detect Determine Develop Diagram Differentiate Distinguish Draw

conclusions Estimate Evaluate Examine Experiment Identify Infer Inspect Inventory Predict

Question Relate Solve Test Diagnose

Evaluate: Appraise Assess Choose Compare Critique Estimate Evaluate Judge Measure Rate Revise Score Select Validate Value

– Lesson Design and Planning from scratch

– Create: Arrange Assemble Collect Compose Construct Create Design Develop Formulate Manage Modify Organize Plan Prepare Produce Propose Predict Reconstruct Set-up Synthesize Systematize Devise

Krathwohl and Bloom’s Taxonomy of the Affective Domain Krathwohl and Bloom’s 1964 taxonomy of the affective domain describes several categories of affective learning.

AFFECTIVE TAXONOMY Level Definition

Example

Receiving Being aware of or attending to something in the environment. Individual reads a book passage about civil rights. Responding Showing some new behaviors as a result of experience. Individual answers questions about the book, read another book by the same author, another book about civil rights, etc. Valuing Showing some definite involvement or commitment. The individual demonstrates this by voluntarily attending a lecture on civil rights. Organization Integrating a new value into one’s general set of values, giving it some ranking among one’s general priorities. The individual arranges a civil rights rally.

Characterization by Value Acting consistently with the new value. The individual is firmly committed to the value, perhaps becoming a civil rights leader

ACTION VERBS APPROPRIATE FOR EACH LEVEL OF KRATHWOHL & BLOOM’S TAXONOMY (Affective Domain)

Receiving Accept Attend Develop Recognize Responding Complete Comply Cooperate Discuss Examine Obey Respond Valuing Accept Defend Devote Pursue Seek Organization Codify Discriminate Display Order Organize Systematize Weigh Characterization by Value Internalize Verify

Psychomotor Domain The following is a synthesis of the taxonomies of Simpson (1972), Dave (1970), and Harrow (1972).

ACTION VERBS APPROPRIATE FOR THE PSYCHOMOTOR TAXONOMY Bend Calibrates Constructs Differentiate (by touch) Dismantles Displays Fastens Fixes Grasp Grinds Handle Heats Manipulates Measures Mends Mixes Operate Organizes Perform (skillfully) Reach Relax Shorten Sketches Stretch Write

– PSYCHOMOTOR TAXONOMY Level Definition Example Observing Active mental attending of a physical event.

– The learner watches a more experienced person. Other mental activity, such as reading may be a pert of the observation process.

– Imitating Attempted copying of a physical behavior. The first steps in learning a skill. The learner is observed and given direction and feedback on performance.

– Movement is not automatic or smooth.

– Practicing Trying a specific physical activity over and over. The skill is repeated over and over. The entire sequence is performed repeatedly.

– Movement is moving towards becoming automatic and smooth.

– Adapting Fine-tuning.

– Making minor adjustments in physical activity in order to perfect it. The skill is perfected.

You might not believe how many things there are to say about food, but you’ll be surprised. You can discuss their favorite and least favorite food (for lower-level classes), what they have and haven’t tried, the strangest thing they’ve tried, and what they can cook

1 – Food

2 – Hobbies

Openly asking what your students do in their free time and what they’re interested in will give you cues about what to discuss – some might be really interested in history, while others like designing cute lunch boxes. Even if their hobby isn’t that interesting to you, ask a lot of questions about it and use it to lead into other topics.

Bringing out your phone from back home might be enough to spark a conversation about phones, apps, games etc, perhaps comparing features in your phones or other pieces of technology

3 – Entertainment

Ask students what music, sports, TV shows or films they like – this can work with everyone, from small children to older adults. Getting them to explain the storyline of a movie can be a fun challenge for more advanced students.

If your students are slow to start talking, inspire them with some of your own photos

4 – Travel

Challenge their English by getting them to describe what they see in the pictures, and let them guess where it is. Some students will warm up by asking you questions about your travels, and in turn, you can ask about where they have traveled to, or where they’d like to go. Some students learning English are very passionate about traveling and can regale you with their stories.

Their Opinions

Although you will find students who want to discuss their opinions – many find the

Western openness to debate refreshing and seek it out – nothing will bring uncomfortable silence like pushing a student for their opinion (especially in a group).

5 – Their Opinions

Too Much About Your Country

Although you will find students who want to discuss their opinions – many find the Western openness to debate refreshing and seek it out – nothing will bring uncomfortable silence like pushing a student for their opinion (especially in a group).

6 – Too Much About Your Country

Meaning anything that compares your learners` home country to your country and seems like you are extolling the superiority of your own country, e.g. «Well, in… people aren’t afraid to express their opinions…» Some students will be very interested in your country and will ask you questions about it; by all means, talk about it then, but remember that people can get pretty defensive if you suggest that your country is somehow better than their in any way!

Many of your students will ask you questions that seem pretty rude – «How old are you?» «Do you have a boyfriend?» or even «How much do you weigh?»

7 – Their Personal Lives

However, if you try to delve too much into your students’ personal lives, they might close up and feel uncomfortable. This completely depends on the students – some told me all about their marital problems, while others didn’t want to discuss a thing. Don’t push it, but if it comes up naturally, that’s fine!

It’s probably quite obvious, but discussing salaries and how much things cost can seem a little crude, and make some students feel uncomfortable

8 – Money

If your students happen to be economists of some kind, it’s different – you can happily chat about banking and economics for hours.

Of course, every student will have different topics that they like and dislike, but the general rule for starting out is – keep it trivial and light!

Your lessons should be light-hearted and fun, not heavy and serious. As you get to know your students, you’ll get a better idea of how to get them to talk!

1) Think Outside (No Box Required)

Try exploring the ways animals adapt to winter, learning about air pressure, or creating a comet. Learning outside can involve the senses in ways the classroom doesn’t, lending itself well to creative forms of expression suited for art, literature or English classes as well.

2) Start at the Test (And Work Your Way Back)

Staying on target with your objectives throughout the year is typically based on how you’re able to bring learning outcomes together along the way. In a list of assessment writing tips compiled by Brown University, researchers cited the importance of assessments as part of the learning process. Knowing ahead of time how you plan to assess students on a given topic can be an incredibly valuable tool in lesson planning. For your students, it may be the «end» of the process, but for you, it’s the starting point and can help create an effective outline of talking points throughout your lesson plan to ensure nothing is missed along the way.

3) Keep the Bigger Picture in Mind

Sometimes it takes getting back to basics to head in the right direction. That means focusing on what you need to accomplish in the long-term, learning from experiences along the way, and staying focused throughout.

It’s important to remember each piece of the puzzle is created differently on purpose. Just as each student will bring a unique perspective to the larger group, each lesson plan is a necessary element of the end goal. Sometimes things will work, other times they won’t. Some lessons will run smoothly and others will flop. But the ability to stay focused on the piece that plays in the bigger picture at the end of the school year will increase the productivity and effectiveness of the entire process.

The components of a well-constructed lesson plan may vary slightly from one topic to another, but each should include a warm-up activity, introduction, practice activity, production, and review. An article in Busy Teacher walks through some suggested steps of writing a lesson plan, focusing on how each step comes together over the course of a school day, and how each school day comes together over the course of a school year.

It’s best to help get students in the right frame of mind, to begin with, and start by helping them understand what it is they will be learning. Practice and production are also key and should involve work on the student’s part to learn more about the topic. And a review is necessary to bring everything full circle in a way that not only stays with the students but also could be replicated by another teacher someday.

4) Stay Flexible

This may seem to contradict the previous insights of this article, but it is just as important as everything else. Making adjustments as you go is a necessary component to proper lesson plan execution. This will obviously depend greatly on the makeup of students, their personalities, their learning styles, and how each of those things comes together into the overall classroom environment. The best place to start is in knowing each individual so you are equipped to anticipate some of the necessary changes instead of reacting to them at the moment. That could involve stepping outside your comfort zone by trying a new activity for something you’ve taught the same way multiple years in a row. Other teachers are a great place to start, but there are also so many resources onlinefor any grade level and subject area. Sometimes being flexible in the classroom means stepping outside your comfort zone to accomplish what’s best for the students.