top of page

Lesson Planning for Content Teachers

 

LESSON 1: TUESDAY, 14TH OCTOBER 2014

 

Activity 1: Strenghs and Weaknesses when planning a lesson.

 

Thinking about what are our strengths and weaknesses when planning a lesson, make us be aware of the aspects we should improve and which ones we have to emphasise.  Using the TPS (Think, Pair , Share) technique, we should put them in a sticky note and then share it with a partner and as a whole group. 

Activity 3: Running dictation. CURRICULUM APPROACHES

 

A running dictation gets students out of their seats and engages reading, writing, listening and speaking skills. It can be used in a variety of contexts , in all subjects and for any content. 

 

The teacher should prepare a short text, make different photocopies and place it opposite the groups, on a table or on the walls.  Students work groups. One person is the designated writer. Another partner is the runner, and the rest of the team can help with spelling. These roles are interchangeable. 

When time starts, one runner from each group “runs” to the front and memorizes as much text as possible. He or she then returns to the writer and reports what was read. The writer writes. This continues until the text is complete. When they hear a clap, they should change their roles and the writer should be the runner, the runner a helper for spelling and the helper for spelling the writer. 

The students should try to reproduce the text exactly – including correct spelling and punctuation. The first group to finish with a correct text is the winner.

 After everyone finishes, pass out copies of the text. Student can check their work, note the target grammar structure, and do a follow-up activity.

 

We have done this activity to find out different curriculum approaches. Each group had a different text (forward design, central design, and backward design). After having completed the texts, we had to order the different elements according to our approach (content, process, outcomes).

 

Here is a description of each curriculum approach

 

 

 

Activity 2: "Learning objectives" - KEY OF SUCCESS

 

Effective teachers share learning goals with their students and use assessments to measure progress 

toward these goals. They review state and national standards, account for students’ starting points, give 

assessments aligned to those standards, and measure how their students grow during the school year. 

 

A Student Learning Objective is a long-term academic goal that teachers and evaluators set for groups of students. It must be:

 

  •  Specific and measureable

  •  Based on available prior student learning data

  •  Aligned to state standards

  •  Based on growth and achievement

 

As a homework task, we should read an article giving by Francisco and write down a reflection mixing the content of the text and our own knowledge and experience. 

 

Here is the article and my reflection.

 

 

Adventages of using learning objectives

 

54 ways to share learning objectives with your students

 

Activity 4: How to make the portfolio

A portfolio is a collection of reflections, ideas and materials which can be useful in our teaching professional development. 

Francisco explained how we can fulfill the portfolio and a real example was given to have a clearer idea of the reflections and materials that can be included. 

Sharing learning objectives and outcomes 1

Sharing learning objectives and outcomes 2

Activity 5: Language Show Life

We were invited to participate in the Language Show Life from

the 16th -18th of October in London.

We show the webpage and commented some ideas. 

 

It is an advanced workshop for recently-qualified and new entrants to the profession, with presentations from established translators outlining their career path, areas of specialisation, the tools used, how their day is spent, what they need to be successful. There will also be round-table discussions allowing participants to quiz the speakers and other established translators in smaller groups.

LESSON 2: THURSDAY, 16TH OCTOBER 2014

 

Cognitive teaching approach

 

We were giving a handout about a problem with some monkeys (extrated from NLP based activities for learning) in which we had to use HOTS and our team work skills to fulfill the activity.  

 

 

 

 

 

Cognition refers to mental activity including thinking, remembering, learning and using language. When we apply a cognitive approach to learning and teaching, we focus on theunderstaning of information and concepts. If we are able to understand theconnections between concepts, break down information and rebuild with logicalconnections, then our rention of material and understanding will increase.

When we are aware of these mental actions, monitor them and control ourlearning processes it is called 

 

 

 

 

 

 

NLP: Neurolinguistic Programming to teach 

 

Neuro Linguistic Programming, or NLP, is a self-development technique developed in the 1970s by Richard Bandler and John Grinder. Its purpose is to help individuals understand and take control of their thought processes and feelings and use them to bring about positive change in their lives. It’s frequently used in business to help people build better relationships, develop leadership skills and overcome thinking which hampers their professional development, but in recent years it has gained momentum in the sphere of education due to its effectiveness in helping students gain a better understanding of the way they learn. In 1983, Howard Gardner put forward his theory of multiple intelligences which puts learning styles into three main categories: visual learning, in which the student responds best to visual stimuli such as videos, demonstration, reading and charts;auditory learning where the student prefers to have things explained to them andkinesthetic learning where students learn best when they perform an activity themselves, such as doing experiments and taking part in practical lessons. Teachers are now increasingly applying NLP techniques in the classroom for the benefit of each type of learner, and it’s even being adopted as part of the curriculum in some universities.

 

 

NLP in the classroom 

Learning is defined as the process of obtaining knowledge. In order to obtain knowledge, we have to process information, and NLP deals specifically with the various ways in which we do that. The ‘representational systems’ of NLP – that is, the way the mind processes and stores information – broadly correspond to the main learning styles identified by the theory of multiple intelligences, so the transfer of NLP to the classroom is actually quite logical. NLP gives teachers an additional tool with which to identify the learning styles of their students, and helps them to understand how the language and materials they use can influence students. This enables them to develop clearer communication techniques which ensure that each type of learner has the best possible opportunity to take in information. Today’s multimedia classroom, with tools such as the interactive whiteboard, provides an environment conducive to every learning style as it actively encourages use of all three senses.Pip Thomas from Edge NLP helps teachers to use NLP in the classroom. She says, “By understanding NLP, teachers can build on the tools available to them by structuring lessons so that they work for all students and help them to develop their ability to learn from various stimuli at an early age. This allows students to develop a well-rounded representational system which will stand them in good stead later in life.”

 

NLP learning strategies 

NLP techniques shift the focus from simply memorising information to using and developing fundamental sensory processes. A simple example of this is teaching spelling: rather than just learning how to spell a word using a conventional mnemonic technique, the student is encouraged to look at the word from right to left as well as left to right. This takes the focus off the words themselves and places it on the process of learning instead, allowing the student to understand rather than just remember how the word is spelt. This method is shown to give students more confidence in their ability to learn, which in turn generates better results.

Skinny and Fat Questions 

In everything we teach, our students need to be exposed to a helthy mix of both "skinny" and "fat" questions. Skinny to reinforce what they have learnt and solidify factual knowledge, adn richer, fatter questions to help clarify their thinkin and stretch creativity.

 

 

 

 

 

 

Bloom taxonomy 

 

Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing instruction or learning processes (Instructional Design)

 

The Three Domains of Learning

The committee identified three domains of educational activities or learning (Bloom, 1956):

  • Cognitive: mental skills (knowledge)

  • Affective: growth in feelings or emotional areas (attitude or self)

  • Psychomotor: manual or physical skills (skills)

 

Since the work was produced by higher education, the words tend to be a little bigger than we normally use. Domains can be thought of as categories. Instructional designers, trainers, and educators often refer to these three categories as KSA (Knowledge, Skills, Attitude or Abilities). This taxonomy of learning behaviors may be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should have acquired a new skill, knowledge, and/or attitude.

While the committee produced an elaborate compilation for the cognitive and affective domains, they omitted the psychomotor domain. Their explanation for this oversight was that they have little experience in teaching manual skills within the college level.

 

Their compilation divides the three domains into subdivisions, starting from the simplest cognitive process or behavior to the most complex. The divisions outlined are not absolutes and there are other systems or hierarchies that have been devised, such as the Structure of Observed Learning Outcome (SOLO). However, Bloom's taxonomy is easily understood and is probably the most widely applied one in use today.

Cognitive Domain

The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories of cognitive processes, which are listed in order below, starting from the simplest to the most complex. The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next one can take place.

In the 1990s it was revised.

 

 

 

 

 

 

Ideas to display and use Bloom taxonomy in the classroom

TPS (Think , Pair, Share) Strategy

 

What is this awesome thing you call Think-Pair-Share?
 

  • is a strategy developed by Frank Lyman and his associates at the University of Maryland in 1981.

  • gets its' name from the three stages of student action

  • collaborative working strategy in which students work together to respond to a question

  • encourages "wait time" and peer interaction

  • effective for all ages of students from early childhood to middle school and even high school

  • enhances skills in listening, sharing information, processing, communicating, summarizing, and paraphrasing others' ideas.

 

When can you use Think-Pair-Share?

  • before a lesson or topic to recall previous knowledge

  • during teacher modeling

  • during checking for understanding

  • at the end of teacher instruction, demonstration, or explanation

  • to break up a long period of instruction/activity

  • to share ideas

  • for clarification of homework, activities, or lessons

  • for introducing a lesson

 

How does Think-Pair-Share work? 

THINK: the teacher first poses a question, observation, or problem. He or she will then give the students time to think about it for a few moments.

PAIR: the students will then pair up with a nearby neighbor or deskmate to talk about and discuss their ideas, thoughts, and answers they came up with. They can compare their mental or written notes and identify responses that are the most original and/or convincing.

SHARE: after students pair up and discuss, the teacher will either call on students or ask students to volunteer to share their responses and their thinking with the whole class. The teacher may record their responses on the board.

 

Why should you use this great strategy in YOUR classroom?

Students need opportunities to talk and elaborate on their ideas. More importantly, this strategy offers ELL students time to reflect and process their thoughts from their native language to English. It also offers a chance to increase their personal communication, allowing ELL students to talk about their ideas with their peers using BICS (Basic Interpersonal Communication Skills) language. They will be able to discuss their ideas in a comfortable setting where they will not need to worry about grammar or pressure from their peers. It also reinforces confidence in the students and provides modeling for the students in saying words, sentences, or academic language correctly. 
 

Visit Cathy Doyle's second grade classroom in Evanston, Illinois to observe her students learning the think-pair-share strategy. Cathy goes over the "rules" and then engages the kids around a classroom read-aloud, An Egg Is Quiet. Joanne Meier, our research director, introduces the strategy and talks about how the strategy can help build confidence with students who are often reluctant to talk in front of the whole class.

CREATIVITY : How schools kill creativity?

Sir Ken Robinson makes a case for creating an education system that nurtures — rather than stifles — creativity.

Read more about NLP here

LIKE A GIRL

 

What does it mean when we say “like a girl”? It’s just a joke phrase, isn’t it, a stereotype used around the world to tease a boy: “You run like a girl!” Or perhaps a way to dismiss an unhappy young woman: “Don’t cry like a girl!”

 

Those three words suggest someone who’s useless, weak, laughable perhaps. We’ve become accustomed to using the description of a young female as a derogatory, throwaway remark, an insult.

 

And yet, suddenly, the world is re-claiming those words, and changing their meaning to show that doing something “like a girl” cannot be categorised or defined in any way. 

When we asked more than 250 people what it meant to do things “like a girl”, the results were surprisingly consistent. Women, men and boys were quite happy to lark about – running or fighting “like a girl”, in a silly or deprecating way.

 

 

 



 

 

Some got emotional, and expressed disappointment and regret over their interpretation. Some said it applied to most girls, but not to them (or their sister). Some knew better. One older woman, who did an exaggerated impression that made girls look ridiculous, subsequently revealed that her daughter was a college baseball player on an otherwise all-boys team.

For me, as well as for the little girl on the video, to run as a girl is to run as fast as you can. 

LESSON 3: WEDNESDAY, 29TH OCTOBER 2014

 

MULTIPLE INTELLIGENCES

The theory of multiple intelligences, developed by psychologist Howard Gardner in the 

late 1970’s and early 1980’s, posits that individuals possess eight or more relatively autonomous intelligences.

 

Individuals draw on these intelligences, individually and corporately, to create products and solve problems that are relevant to the societies in which they live.

 

Howard Gardner webpage

 

Examples of multiple intelligences tests: here, here  or here

 

 

 

 

 

 

 

 

 

 

 

 

 

 

How to apply MI in the classroom?

Multiple Intelligence questions.

DESIGN THINKING METHOD

 

What is Design Thinking

Design thinking is a creative and collaborative process for identifying problems and coming up with innovative solutions. It is a strategy for teachers to engage students in an active, meaning-making method that encourages connecting core content to the ways that it can be applied in the real world. In the end, it’s a structured way to plan and facilitate project-based learning.

The process is adaptable enough to be used in a range of subject areas and is naturally interdisciplinary. In any design project, students have practical and relevant opportunities to improve verbal, written, and visual communication skills. Beyond these considerations, utilizing the design thinking process is an applied way to give students a running start for the jobs and challenges of tomorrow.

Design Thinking & The Classroom

Design thinking can augment and expand your classroom teaching practice. It’s a way to approach instruction that fosters core conceptual understanding and critical 21st century competencies, including collaboration and creativity, and dispositions such as perseverance and curiosity. These are all vital capacities that are increasingly in demand in the workplace and promoted by the Common Core State Standards.

 

Design is Collaborative

The design process often requires that we work with others as part of a creative team. Working with others and weighing different viewpoints builds students’ ability to empathize, ultimately building and refining their social-emotional intelligence.

Engaging in design requires that students consider the needs, ideas, and input of other team members, clients, or stakeholders. While these multiple perspectives can be initially intimidating, the friction among these contrasting viewpoints is often where the most innovative problem solving occurs. By combining and refining ideas, solutions appear that we never could have developed on our own. Moreover, throughout the various stages of the project, effective communication is essential to the creative process. As we collaborate with our team members and communicate our ideas to others, design offers practical and relevant opportunities to develop better verbal, written, and visual communication skills.

Design is Inquisitive

Being a designer means having a set of creative skills and looking at the world in a new way. Curiosity is key. Applied critical thinking and flexibility are required throughout the creative process. Often there are multiple solutions to the same design challenge. Getting and giving constructive feedback helps turn good ideas into better ones. Learning the process of design benefits participants beyond the scope of an individual lesson or project. It’s a mindset that sets a foundation for lifelong learning and meaningful action.

Design is Perseverance

Design provides a relevant, hands-on approach to solving problems. Real-world problem solving demands resourcefulness and perseverance as students grapple with frustrations and failures along the way. From the initial spark of an idea, to the refinement of a concept and the deployment of an appropriate response, the design process is about bringing exciting new ideas to life. The best projects are those that encourage participants to leverage their intrinsic interests and motivations and to think of challenges as opportunities to create work that impacts their life and the world around them. However, the design process very rarely happens as easily or quickly as we think or hope it will. Being flexible and unafraid of small failures along the way is an essential part of being a creative person.

Design is Civically Charged

Design thinking encourages people to look inward and outward at the same time. Looking inward, they discover their intrinsic interests and passions. Looking outward, they align these interests and skills with (and deploy them in) the world around them by responding to local needs or issues that matter to their community. Sometimes the issue is small, like trash on campus. Sometimes it’s bigger or more complex, like bullying. Design thinking challenges students to look both within and beyond themselves, offering opportunities for creative civic participation and personal agency to young people who might otherwise feel disconnected or powerless.

 

 

 

 



 

 

Design Thinking Steps 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

UNDERSTAND

Understanding is the first phase of the design thinking process. During this phase, students immerse themselves in learning. They talk to experts and conduct research. The goal is to develop background knowledge through these experiences. They use their developing understandings as a springboard as they begin to address design challenges. 

 

OBSERVE

Students become keen people watchers in the observation phase of the design thinking process. They watch how people behave and interact and they observe physical spaces and places. They talk to people about what they are doing, ask questions and reflect on what they see. The understanding and observation phases of design thinking help students develop a sense of empathy.

DEFINE

In this phase of design thinking, students the focus is on becoming aware of peoples’ needs and developing insights. The phrase “How might we....” is often used to define a point of view, which is a statement of the:

user + need + insight

This statement ends with a suggestion about how to make changes that will have an impact on peoples’ experiences.

 

 

IDEATE

Ideating is a critical component of design thinking. Students are challenged to brainstorm a myriad of ideas and to suspend judgment. No idea is to far-fetched and no one’s ideas are rejected. Ideating is all about creativity and fun. In the ideation phase, quantity is encouraged. Students may be asked to generate a hundred ideas in a single session. They become silly, savvy, risk takers, wishful thinkers and dreamers of the impossible...and the possible.

 

PROTOTYPE

Prototyping is a rough and rapid portion of the design process. A prototype can be a sketch, model, or a cardboard box. It is a way to convey an idea quickly. Students learn that it is better to fail early and often as they create prototypes.

TEST

Testing is part of an iterative process that provides students with feedback. The purpose of testing is to learn what works and what doesn’t, and then iterate. This means going back to your prototype and modifying it based on feedback. Testing ensures that students learn what works and what doesn’t work for their users.

More information in:

www.novoed.com/designthinking

BRAIN MAGIC

 First, Keith Barry shows us how our brains can fool our bodies -- in a trick that works via podcast too. Then he involves the audience in some jaw-dropping (and even a bit dangerous) feats of brain magic.
 

From this video, we learnt as teachers, that even though the instructions are very clear, the results obtained are not as good as we had expected. 

CLASSROOM MANAGEMENT

Classroom management is a very importat aspect of the learning evironment 
 

bottom of page