100 Ideas for Lesson Planning (Continuums One Hundreds) by Anthony Haynes

By Anthony Haynes

Lesson making plans and practise is likely one of the most vital elements of training. it's also one of many toughest features to profit. pupil lecturers, for instance, usually locate it tough to gauge tips to pitch or speed a lesson. This booklet offers ideas. It not just offers simply understood functional rules but additionally units them in a coherent total framework in response to the guidelines that making plans and coaching are a part of a complete cyclical strategy regarding pedagogy, curriculum, studying and evaluate. making plans and education are own concerns concerning anyone instructor yet this doesn't suggest that lecturers can't research from one another or that wondering making plans and practise is bigoted. insurance comprises usually missed components resembling the affective curriculum, language around the curriculum, and homework.

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The key is to give pupils a chance to prepare. The following provide opportunities for this: IDEA 41 ^ Q — ^} -«« ^ o dedicating the homework that precedes the lesson to preparatory activities such as doing research or writing a position statement; o setting an agenda; o setting pair work in advance; 0 setting small group work in advance. j LJ It often helps to do more than one type of preparatory activity before the discussion. One way to organize the discussion is to use the following three-phase structure: ^ ^ ^ ^ 1 Elicit statements about personal experience, standpoints or research.

A teacher who explains something first in colloquial terms and then in academic language can jolt a pupil into an understanding of the latter. A student who, say, reads a page of economic theory uncomprehendingly might find the same theory immediately clear when it is expressed in the form of a graph. Third, harness the power of sensual experience. Encouraging learning the Gestalt way involves a lot of gesticulating, pointing, indicating, showing and so on. Sometimes the best way to teach poetic rhythm, for example, is simply to read poetry aloud as well as possible.

The teacher displays a PowerPoint slide or distributes a handout and then immediately reads it all through aloud. The message this sends is that pupils do not need to read - that reading is not how one learns. As a corrective, consider the fact that pupils' reading ability is closely interrelated to the amount of reading they do (measured in number of words). Good readers become so largely by reading a lot. Starving weak readers of text virtually guarantees slow development. It is useful to audit your schemes of work by asking: o How much reading are you expecting of pupils?

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