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Smart lesson planning helps keep students on task and motivated.

Classroom Management Part 3: Lesson Planning for a Productive Classroom Marla Yoshida Classroom Management UCI Extension • International Programs http://teflclassroommanagement.pbworks.com. Smart lesson planning helps keep students on task and motivated.

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Smart lesson planning helps keep students on task and motivated.

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  1. Classroom Management Part 3:Lesson Planning for a Productive ClassroomMarla YoshidaClassroom ManagementUCI Extension • International Programshttp://teflclassroommanagement.pbworks.com

  2. Smart lesson planning helps keep students on task and motivated.

  3. Get students engaged and keep them engaged with student-centered lessons. • Make sure everyone has something they’re supposed to be doing all the time. • Students who are engaged and busy don’t get bored easily and don’t have time to goof off. • That means they stay on task and learn better.

  4. Build accountability into every activity. • Be sure students have to produce something verifiable. • Give listeners something to do to keep them attentive. • Use “Teach your partner” or “Think, pair, and share.”

  5. Change activities often. • Use a combination of quiet and busy activities, individual and pair work, teacher talk (a little bit) and student production (a lot). Don’t explain too much at one time. • Too much teacher talk results in cognitive overload.

  6. When you’re calling on students… • Use unpredictable ways of choosing who’s next. • Give everyone an equal chance to participate. • Some ways to choose students at random... • Write students’ names on cards or popsicle sticks. Choose one. • Close your eyes and point at one of the names on your roll sheet. • Choose a student to go first, and let that student choose the next one, and so on.

  7. Tools for Teachingby Fred Jones Part Three: Creating Independent Learners Chapter 5: Weaning the Helpless Handraisers Chapter 6: Praise, Prompt, and Leave: The Verbal Modality Chapter 7: Visual Instruction Plans: The Visual Modality Chapter 8: Say, See, Do Teaching: The Physical Modality

  8. Do you recognize these students? The helpless handraisers • They are clingy and want constant attention. • They do not follow verbal instructions. • They don’t want to work independently. Chapter 5

  9. Do you recognize these students? The zombies • They don’t participate. In fact, they don’t do much at all. • Sometimes they sleep in class. (Maybe they’re exhausted from all their extra activities.) Chapter 5

  10. Do you recognize these students? The show-offs • They shout out, throw erasers, walk around the room…. • Their behavior says, “Look at me!” Chapter 5

  11. We can create independent learners • By improving the way we teach material. • By improving the way we use guided practice. • By careful and clever lesson planning. Chapter 6

  12. Teach new material effectively • Short-term memory only lasts a few minutes. We need to reach long-term memory. • Avoid cognitive overload: Don’t try to teach the whole thing at once. All learning takes place one step at a time. Chapter 6

  13. Do you know this teacher?

  14. Which is more effective? Cognitive overload! Chapter 2

  15. Say, See, Do Teaching • Teach to all modalities: • Auditory (Say): In one ear and out the other. • Visual (See): A picture is worth 1,000 words. • Physical (Do): We learn by doing. • When we combine all three, students remember more. Chapter 8

  16. I hear and I forget.I see and I remember.I do and I understand. A Chinese proverb Chapter 7

  17. The Three-Phase Lesson Design • Setting the stage: Why are we doing this? • Introduction of new material • Consolidation (Practice) Chapter 8

  18. A good lesson plan is like a meal: • Setting the stage: We smell the delicious food and wonder, “What’s for dinner?” Chapter 8

  19. A good lesson plan is like a meal: • Introduction of new material: We get ready to eat, but this is not the meal itself! Chapter 8

  20. A good lesson plan is like a meal: • Consolidation (Practice): This is the main course! Lots of different dishes! Chapter 8

  21. A good lesson plan is like a meal: • And if we’re very lucky, we might get dessert: A game. Chapter 8

  22. Phase 1 • Setting the stage: Why are we doing this? • Review and background • Goals and objectives Chapter 8

  23. Phase 2 • Introduction of new material • Explanation (Say) • Modeling (See) • Structured practice (Do) Chapter 8

  24. Use visual support for teaching • One step at a time • A visual reminder for every step • Not too many words • A Visual Instruction Plan (VIP) remains visible for students to follow while they work. Chapter 7

  25. Types of Visual Instruction Plans • Pictures Chapter 7

  26. Types of Visual Instruction Plans Passive Sentences S + V + O O + V + S O + be + V(pp) + S O + be + V(pp) + by S • Pictures • Symbols Chapter 7

  27. Types of Visual Instruction Plans Sit with your partner. Ask your partner the questions on your paper. Write down your partner’s answers. Change places and do it again. • Pictures • Symbols • List of steps Chapter 7

  28. Types of Visual Instruction Plans • Pictures • Symbols • List of steps • Mind maps Chapter 7

  29. Phase 3 • Consolidation (Practice) • Guided practice: We need LOTS of this. • Independent/communicative practice: Don’t rush in too fast. Chapter 8

  30. Partner teaching • The teacher explains a small chunk of new material • Students form pairs • Partners take turns being the “teacher.” Each one teaches the material to the other. Chapter 8

  31. A reminder… • Teaching does not guarantee learning. Students don’t learn just by being exposed to material. They have to work with it. Chapter 8

  32. Tools for Teachingby Fred Jones Part Four: Raising Expectations Chapter 9: Creating Motivation Chapter 10: Providing Accountability

  33. Why do students lack motivation? • Things we can’t control: • Problems at home • Problems in society • Too much TV, Internet, and video games • Things we can control • We can control what happens in our classroom: How we teach and what we ask students to do. Chapter 9

  34. What do we want from students? • We want them to work hard (diligence) • We want them to work well (excellence) • But it’s hard to work both quickly and well. • We have to make them want to do this. Chapter 9

  35. Students ask, “Why should I?” • An incentivemakes you want to do something. • A disincentivemakes you want to stop doing something. • Something that is an incentive for one person might be a disincentive for another. We have to understand what our students want. Chapter 9

  36. Kinds of incentives • A feeling of satisfaction and pride • Love and approval from teachers and others • Preferred activities or privileges • Things (candy, stickers, toys) • Points (to improve the student’s grade) • Tokens, coupons, points (to be traded later for things or privileges) • Competition Chapter 9

  37. Preferred activities as incentives An activity used as a reward must be: • Desirable: The students have to want to do it. • Educational: Students can learn from it. • Cheap: Easy to prepare and use. Chapter 9

  38. Preferred activities Possible activities: • Art projects, music, games, learning projects, helping the teacher, doing work for extra credit. • For students, having a chance to choose what to do is sweet! Chapter 9

  39. Grandma’s Rule You have to finish your dinner before you get dessert. Chapter 9

  40. How can we tell when it’s time for dessert? • Criterion of mastery: A way of deciding if the student has mastered what is being taught. • For example, “If you can write ten correct sentences, you’ve got it.” Chapter 9

  41. What’s wrong with this conversation? Father: Billy, I want you to clean your room. Billy: I don’t want to. Father: I want you to clean that room. It’s a mess! Billy: I want to go outside and play! Father: Not until this room is cleaned! Billy: I’m not doing it! Father: I’ll give you 50¢ when this room is clean, and then you can go outside and play. Billy: OK! Chapter 9

  42. Accountability and quality control • Accountability: A way of making sure that students do what they’re supposed to do. • For example, • Checking work during guided practice • Giving students a specific product to produce to show that they understand Chapter 10

  43. Accountability and quality control • You can check while students are working, or you can check after they’re finished. • If you check earlier, you can prevent problems instead of having to fix them later.  • If you check work while students are doing it, you’ll have less work to correct later.   Chapter 10

  44. Make it easier to check work • Train students to check their own work. • Train students to check each other’s work. • Set up a competition between teams to keep students honest. Chapter 10 p. 127

  45. Accountability and quality control • “The standard of excellence on any job site is defined by the sloppiest piece of work that you will accept.” Chapter 10

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