PPP Lesson Planning

Present, Practice, Produce

Using PPP Lesson Format to Create Effective Lessons Through Task Based Learning

pp.118-131

• Introductions

• Group discussion activity

• Lecture on lesson planning

• Break

• Lesson planning activity

• Lesson plan feedback

• Questions/ Closing

Objective/ Schedule

Objective: To have participants create and assess a lesson plan. To prepare participants for Practicum 3.

Who am I?

•Certified Teacher – U.S.A

•7.5yrs teaching experience 4yrs U.S. 3.5yrs South Korea

•B.Sc. K-12 Music Education

•MRes- Educational and Social Research

• EPIK/ TaLK Teacher Trainer

•Assistant Professor of English at Gimcheon University

Daniel Moonasar

Who are you?

•Graduates (4yrs with degree)?

•Undergraduates (2yrs and or no degree)?

• Education majors?

• Teaching experience? •Non internship?

•6 month contract?•1 year contract?

•Visited in South Korea before?• Lived in South Korea before?

Group Discussion Activity

Directions:

1. Make a group of 4-5 people.

2. Discuss and answer the question given to your group.

3. Pick 1 person to speak for your group.

4. When finished, we’ll share answers to the class.

Objective: To gather and discuss our thoughts on the role of lesson planning.

7- 8 min

G1. Why is lesson planning important?

G2. How is lesson planning important for the teacher? For the learners?

G3. What do you take into account when you design a lesson plan?

G4. What constant components are there in your lesson plan?

G5. Can lesson planning be a hindrance to teaching/ learning? Why?

G6. What things are the most difficult when lesson planning? Why?



Gives teaching structure, framework, and an overall shape.

Allows you to communicate more effectively to students, parents, and peers.

Gives time and structure to allow for development of teaching skills.

It suggests professionalism and genuine commitment.

G1. Why is lesson planning important?

I don’t need to lesson plan. I know what I am going to do.


For the Teachers

• Don’t have to think on your feet.

• Don’t lose “face” in front of learners.

• You know your procedures and sequence.

For the Learners

• Gives a structured lesson and allows for comprehensible input.

• Builds confidence and respect for the teacher.

• Gives the teacher’s work as a model to imitate.

G2. How is lesson planning important for the teacher? For the learners?


G3. What do you take into account when you design a lesson plan?

LearnersCharacteristics

Learner outcomes

Practical Requirements

• who?• level?• previous knowledge?• multiple intelligences?

• objectives• comprehensible input• what did/ will they learn• micro/ macro sequencing

• school’s/ department’s curriculum

• classroom/ materials • time• culture


title

objectives

materials

procedures

assessment

anticipated problems & solutions.

G4. What constant components are there in your lesson plan?


G5. Can lesson planning be a hindrance to teaching/ learning? Why?

Time Consuming

• create/ use templates

• essential information

• practice/ style

• creating a scedule

Written Performed

• practice

• applying theory to application

• assessment

• professional development

Co-teaching

• repetitive

• concise

• comprehensible language

• visual continuity and design


G6. What things are the most difficult when lesson planning? Why?

My Lesson

Difficulties

language/ cultural barrier

gathering information

understanding the curriculum

time

success

Lecture Schedule

1. Skills and Methodology

2. PPP Lesson Plan Format

3. Lesson Plan Elements

4. Lesson Planning Activity

1. Bringing Together Language Skills and Methodology

What are the 2 focuses in a language classroom?

What are the 4 associated skills in a language

classroom?

Receptive Skills

Reading

Listening

Productive Skills

Writing

Speaking

pp. 118-119

Why production based skills?

• Expected in NSET (Native Speaking English Teacher) curriculum.

• NSET emphasis on speaking.

• Emphasis on exploring language skills through producing target language.

1. Bringing Together Language Skills and Methodology pp. 121-122

Why receptive based lesson planning?

• Receptive based. Allows for “correct or incorrect” engagement of language.

• Teacher centered, component comprehension driven. Generally “safe” for students

• Excellent for memorizing, introduction of core concepts, and eliciting information from students.

1. Bringing Together Language Skills and Methodology pp. 122-123


Approaches and Strategies

• The method in which you conduct your class.

• Consists of teaching and classroom strategies.

• Helps in focusing and guiding your lesson/ classroom.

Lecture

Debate

Discussion

Student Centered

Active Learning

Small Groups

Role Playing

Jigsaw

Task Based Learning

pp. 119-120


Task Based Learning (TBL)

• Tasks in which learners generates authentic language.

• The task is based on students using the language to achieve specific outcomes.

• Task and the language are the instruments to complete the task.

• The task is an activity that: • reflects real life or authentic tasks• has students focus on meaning• uses language freely • allows students to experiment or make mistakes

pp. 119-120


Task Based Learning (TBL) Activities

• Questioning

• Games with specific outcomes

• Surveys

• Interviews

• Story building

• Role plays

• Ordering/ Sorting

• Experimenting/ Building

pp. 119-120

2. PPP Format and it’s Reasoning

Why PPP lesson plan format? • Easy 3 staged lesson plan.

• Most accepted lesson plan format in South Korea and NSETs

• Allows for receptive and productive language skills.

• Flexible for multi strategy approaches.

Present

Practice

Produce

pp. 120-122

Why PPP lesson plan format? • Share lessons with other

professionals

• Makes lessons understandable for observing peers, supervisors, & parents

• Communicates about in-class roles and lesson execution

Present5-10 minutes

Practice10-15 minutes

Produce20-25 minutes

2. PPP Format and it’s Reasoningpp. 120-122

Present

Present Stage:

• Used to introduce new or target language.

• Teacher can use:

PPT songs

flash cards drills

picture cards games

videos direct questions


Present

Present Stage:

• Teacher centered vs. student centered

• Don’t linger for comprehension

• Goal is to present comprehensible input not gain comprehension.


Practice

Practice Stage:

• Gives controlled practice through controlled activities

• Teacher can use: question and

answerpre-written role

plays

choral response jigsaw activities

read and repeat games

worksheets direct questions


Practice

Practice Stage:

• Goal is to give students boundaries to safely use the language

• Clearly defined correct and incorrect answers

• Give clear feedback

• Time to assess


Produce

• To freely as possible interact and explore the language

• Teacher can use:

group & pair work gathering information

creating dialogue interviews

creating role plays games

creating stories presentations


Production Stage:

Produce

Production Stage:

• Goal is to produce language, not necessarily on correctness

• Can be somewhat hectic

• Use classroom strategies for management • Classroom Management• Curriculum Development and Design• Assessment & Assignment • Content-based English Instruction• Task-based Learning


3. Lesson Plan ElementsLesson

Information Objectives Procedures Assessment

Anticipated Problems

and Solutions

p. 123

3. Lesson Plan ElementsLesson

Information

p.123Table 1.4


Objectives

Keep the lesson on track

Give learners concrete goals to work towards

Fair assessment

Gauge students progress

Working towards expectations

p. 124


Objectives

When writing clear objectives they need to:

have a measurable and observable outcome

be concise in structure and length

follow a consistent format

be able to be read by an outside observer

p. 124


Objectives

Pg. 125Table 1.5

Avoid using ambiguous or passive verbs and phrases that are not measurable or observable.


Objectives

Examples of well-written objectives:

Students will be able to identify the primary colors.

Students will be able to locate proper nouns from a list of nouns.

Students will be able to predict what comes next in the story presented.

Students will be able to collect like shaped objects from a basket.

“Students will be able to…”

p. 124


Procedures

Pg. 126Table 1.6

Presentation

Practice

Production

Assessment

Anticipated Problems and Solution

• concise, repetitive in form• visually easy to

understand


Assessment

• Gives the ability to measure and understand objectives

• Embedded in strategies and teaching (interim,

formative, and summative)

• Individual and group/class level Why aren’t they understanding this?

p. 126

3. Lesson Plan ElementsAnticipated Problems

and Solutions

• Frequently neglected • Increases awareness and experience

• Where teachers practice critical thinking/ engagement skills

p. 127


Objective: Create a lesson plan and then assess another group’s lesson plan.

Instructions:

1. Your group will be given a worksheet packet and lesson material.

2. In your group, plan a lesson based on the material given to your group.

3. Use the information we discussed today and your lecture materials.

4. You will have 25 minutes to plan. After you're finished I will collect your plans.

5. Wait for more instructions.


Objective: Create a lesson plan and then assess another group’s lesson plan.

Instructions:

1. I will give your group another group’s lesson plan.

2. Use the “Lesson Planning Peer Assessment” form on page 1.

3. You can write any additional comments on that page or the lesson plan.

4. Please be constructive with your comments and assessment.

5. You have 10 minutes to assess.

Feedback and Questions

My email address: [email protected]

http://www.waygook.org/

http://www.eflclassroom.com



PPP Lesson Planning

Education

Transcript of PPP Lesson Planning