Present Practice Produce

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.

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.


• Don’t have to think on your feet.

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

• You know your procedures and sequence.

• 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?

Learners

Characteristics

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?

• create/ use templates

• essential information

• practice/ style

• creating a scedule

• practice

• applying theory to application

• assessment

• professional development

• repetitive

• concise

• comprehensible language

• visual continuity and design


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

My Lesson Difficulties

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

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

• NSET emphasis on speaking.

• Emphasis on exploring language skills through producing target language.


Methodology pp. 121-122

• 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.


Methodology pp. 122-123


Methodology

• 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


Methodology

• 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


Methodology

•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

• 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

• Share lessons with other professionals

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

• Communicates about in-class roles and lesson execution

Present

5-10 minutes

Practice

10-15 minutes

Produce

20-25 minutes

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

Present

• Used to introduce new or target language.

• Teacher can use:

PPT songs

flash cards drills

picture cards games

videos direct questions


Present

• Teacher centered vs. student centered

• Don’t linger for comprehension

• Goal is to present comprehensible input not gain comprehension.


Practice

• Gives controlled practice through controlled activities


question and

answer

pre-written role

plays

choral response jigsaw activities

read and repeat games

worksheets direct questions


Practice

• 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


group & pair work gathering

information

creating dialogue interviews

creating role plays games

creating stories presentations


Produce

• 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 Elementsp. 123

3. Lesson Plan Elementsp.123

Table 1.4


Keep the lesson on track

Give learners concrete goals to work towards

Fair assessment

Gauge students progress

Working towards expectations

p. 124


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

3. Lesson Plan ElementsPg. 125

Table 1.5

Avoid using ambiguous or passive

verbs and phrases that are not

measurable or observable.


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

3. Lesson Plan ElementsPg. 126

Table 1.6

• concise, repetitive in form

• visually easy to understand


• Gives the ability to measure and understand objectives

• Embedded in strategies and teaching (interim, formative, and summative)

• Individual and group/class levelWhy aren’t they

understanding

this?

p. 126


• 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



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