Time Saving Tips for Lesson Planning
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Lesson planning is usually something teachers hate to do or spend way too much time doing. Here are 5 easy tips for reducing lessong planning time and getting you on your way.
The game of the week is the Slam Game by Eric. Not only will you have your students saying what you want them to say, they will be screaming it AND having fun, too!
December 20th, 2007 at 11:18 pm
Hello from Australia - I’m a first year post-graduate student at the University of Wollongong, Australia. I’m doing a PostgradDip in TESOL (Teaching English to Speakers of Other Languages). I’m doing this course via ‘distance mode’ (correspondence) and e-readings and online material. I just listened to the Lesson Planning talk and it was very informative. If you can give me some examples of planning ‘units of work’ and how they are designed, I would really appreciate it.
I will continue to listen and learn from this site.
Regards
December 25th, 2007 at 11:41 pm
Ozlem - I’m glad you like the show.
What do you mean by ‘units of work’?
I (we) will definitely try to toss some ideas around, but first I need to know what it is
- Mark
March 30th, 2008 at 1:38 am
Hi Mark
For a major assignment, we are supposed to design a ‘unit of work’ - Following is what is required for the assignment:
‘Unit of work
The unit of work will consist of the following components. If you would like to modify these, please negotiate with your tutor and note your modifications on the title sheet of your assignment.
A brief profile of the group of learners. The learners might be actual – ones with whom you are currently working, or with whom you intend to work in the near future, or with whom you have worked previously. Or they might be hypothetical, in which case you will need to use your commonsense and imagination. Try to choose a group of learners in which you have a particular interest: young children, adolescents, adults in workplace, community, tertiary or vocational programs. Include in your profile any student characteristics which need to be taken into account when designing your unit of work.
A discussion of any contextual factors which need to be taken into consideration either with regard to the immediate context or the target context.
An overview of the unit of work (including aims/outcomes), using a format which indicates the main components and how they are related.
A more detailed outline of 3-4 lesson plans (covering a range of macroskills if possible).
An indication of where assessment and evaluation procedures might be included within the unit of work.
Any other points you feel you would like to include to help the marker understand how the unit of work is organised and how it would work (for example, whether you would be team-teaching and if so, what roles different people would be taking within the program).
It is intended that the unit of work should be a practical, useable document which you might be able to implement at some stage (for example, during a practicum). Even though in your particular case, you might not program in terms of ‘units of work’, it is a useful exercise to go through in terms of planning beyond the level of the individual lesson and seeing how different aspects of a program can work together in an integrated way.’