STRAND 3

Francisco Melara Gutirrez

LESSON PLANNING FOR
CONTENT TEACHING PRACTICUM
IN BRITISH SCHOOLS
Handouts' scheme:
Tu-14

3.1
(22a-c-26ac)

Th-16

We-29

Th-30

Fr-31

3.3
(65-66)

3.4
(73-74)

3.5
(77-82)

3.2
(37-41)

List of activities and tasks:

A1: SWOT Analysis (on lesson planning for content teaching / materials design)
A2: Jigsaw-puzzle (on Content/Process/Outcome)
A3: Running dictation (on curriculum approaches)
A4: Create a mind map (on important elements on a lesson plan)
A5: Six monkeys // One man Queue
A6: Skinny vs Fat Questions
A7: TPS (Think, Pair, Share) (on Blooms Taxonomy)
A8: Mind the gaps (on a TED Talk about creativity)
A9: Pedagogical principles / Multiple Intelligences / SEN
A10: Lesson Plans Exhibition
A11: 3D pyramids (about lesson plans stages / the 4 Cs)
A12: "Scrambled eggs" (about publishers material in education)
A13: Assessment
---------------------------------------------------------------------------------------------------T1: Lesson Plan Exhibition
T2: Read and write (on Learning Objectives article)
T3: Creating a combined activity
T4: Evaluation of teaching

STRAND 3- Teaching Competences Programme - Oct-Nov 2014 - PALOMA CARRASCO LPEZ

ACTIVITIES
A1: SWOT Analysis (on lesson planning for content teaching / materials design)
Step-by-step:
Groups
Post-it to write down Strengths; put them together in a common poster
One student read them aloud Reflection
Same process with Weaknesses
Comments:
This kind of needs analysis can be used to collect info from our students about
their needs: What do you want to learn? How do you want to learn?
Resources:
HO 22 a-c (learning objectives article: LEARN TO)

A2: Jigsaw-puzzle (on Content/Process/Outcome)

Step-by-step:
3 groups
3 words (Content / Process / Outcome) and 2 arrows: discuss options
Share groups conclusions
Comments:
Important not to conclude it: let the activity remains open, concerning results (in
order to connect it with an upcoming one)
Resources:
Pieces of paper with the elements to be moved (words and arrows)

A3: Running dictation (on curriculum approaches)

Step-by-step:
3 groups
1 writer, 1 runner, others helping
Transcribe a text far away form the groups desk
Music aloud
Comments:
Teamwork
All skills involved: listening, reading, writing, speaking
Connected to the jigsaw activity
Resources:
HO 23

A4: Create a mind map (on important elements on a lesson plan)

Step-by-step:
STRAND 3- Teaching Competences Programme - Oct-Nov 2014 - PALOMA CARRASCO LPEZ

 Groups
Sharing each groups mind map with the classroom
Teacher's mind map:

Comments:
Phases:
- Brainstorming (post-it)
- Organizing them by categories
- Connections (mind map)
Check ideas obtained: objectives, activities,
The teacher's mind map was the first activity in the next lesson, as a good way to
give us the framework and make us aware about our learning process; connection
with this previous lesson on the same topic.
Resources:
HO 25, 26a, 26b (examples of lesson plans)

A5: Six monkeys // One man Queue

Step-by-step:
Groups
A problem to solve as a team
Role playing, using colour elements,
Comments:
Cognition: solving a problem together; cognitive skills, thinking skills
NLP (NeuroLinguistic Programming) to teach; modelling
Creativity: open solution!
Team work
Resources:
HO 37

STRAND 3- Teaching Competences Programme - Oct-Nov 2014 - PALOMA CARRASCO LPEZ

A6: Skinny vs Fat Questions

Step-by-step:
On the board, an un-understandable text is displayed
Ask the students 6 skinny questions (LOTS); answered without understanding
anything at all, just thanks to the grammar
Ask the students 2 fat questions (HOTS); creativity to answer them: thinking skills
Comments:
Encourage your students to develop their thinking skills (HOTS), going further than
just googling info and getting data
Resources:
HO 38

A7: TPS (Think, Pair, Share) (on Blooms Taxonomy)

Step-by-step:
Quick approach on the board (asking before if any student did know about it)
Connect terms and definitions: 1st on your own, then check with a mate, finally share
with the classroom
Comments:
TPS can be easily applied to any other content
Let the students think and get the concepts by themselves, much more better than
just presenting them the information
Resources:
HO 39, 40

A8: Mind the gaps (on a TED Talk about creativity)

Step-by-step:
Listen to an extract and ask the students about the general idea
Hand out to fill in the gaps
Resources:
TED Talk Ken Robinson: How Schools Kill Creativity
HO 41

A9: Pedagogical principles / Multiple Intelligences / SEN

Handwritten notes:

STRAND 3- Teaching Competences Programme - Oct-Nov 2014 - PALOMA CARRASCO LPEZ

STRAND 3- Teaching Competences Programme - Oct-Nov 2014 - PALOMA CARRASCO LPEZ

STRAND 3- Teaching Competences Programme - Oct-Nov 2014 - PALOMA CARRASCO LPEZ

Resources:
www.iggy.net
Video Kunskapsskolan: A day in the life
HO 65, 66

A10: Lesson Plans Exhibition

Step-by-step:
In the classroom, explains how to proceed: there will be two zones; each group will
show/talk to the visitors.
At the corridor. First, he shows some of his lesson plans; other from Oxford
University Press (templates or models)
Sharing
Visit to teachers office. He shows how he works: displays, posters with our needs,
planning for the week, etc.
Teacher shows his lesson plan for yesterdays lesson.
Comments:
Interesting to use other spaces out of the classroom
Teachers L.P.: Informal language for guiding the lesson; mainly questions to conduct
the students; different stages with its questions, reflections, ideas to reach and
resources (HO, video, )
The map is not the territory: Flexibility (skills, tools, resources, ) and rapport to
reach A from B through different ways, instead of the one planned
Resources:
Space for the exhibition
Students' lesson plans

A11: 3D pyramids (about lesson plans stages / the 4 Cs)

Step-by-step:
Creating a pyramidal 3D sculpture with four stages for a lesson plan:
- Tuning in (think, encourage)
- Finding out (discover)
- Sorting out (opportunity to use new skills to sort a problem)
- Reflection (check their learning, observe themselves)
Introducing "the 4 Cs" in CLIL lessons:
- Content (MOTIVATIONAL factor: contents, ideas, skills, ...)
- Cognition (LEARNING factor: thinking...)
- Communication (LANGUAGE: the tool to understand; exchanging information)
- Culture (general knowledge, international culture connexions)
Comments:
This activity can be used for many different topics (with a 4 items structure)
Resources:
HO 73

STRAND 3- Teaching Competences Programme - Oct-Nov 2014 - PALOMA CARRASCO LPEZ

A12: "Scrambled eggs" (about publishers material in education)

Step-by-step:
Put together a sentence ordering the given words (in groups)
Giving opinion about this statement
Resources:
HO 74

A13: Assessment
Comments:
Handouts about assessment in education:
-Students:
Assessment of learning (evaluative / summative; PISA reports)
Assessment for learning (diagnostic / formative; according to each child)
- Teachers
Resources:
TED Talk: "Teachers need real feedback (Bill Gates)"
TED Talk: "How to escape education's death valley (Ken Robinson)"
HO 78, 79, 80, 81

STRAND 3- Teaching Competences Programme - Oct-Nov 2014 - PALOMA CARRASCO LPEZ

TASKS
T1: Lesson Plan Exhibition
Instructions:
Deadline: week 4 lesson 3 of LP strand (29th Oct)
Design your own Lesson Plan Model
Previous knowledge + Extra information from the course
Learning Resources Centre: information about teaching your subject in the UK
Detailed: model + example (1 day, 1 lesson)
Individual or teamwork
Check HO 25, 26 (examples of lesson plans)
Outcome:
Template or model for a lesson (not for a teaching unit)
Develop one concrete lesson plan
Present it on an exhibition in the classroom
T2: Read and write (on Learning Objectives article)
Instructions:
Read the article (HO 22); key to success; learn to
Write down a paragraph (reflection) mixing the content of the text and your
knowledge and experience
ASAP
Outcome:
Hand out the written paragraph
T3: Creating a combined activity
Instructions:
In groups, create a whole new activity and prepare:
- a symbol for the group
- a song for the group
- a body language that represents the group
Choose some types of activities among all these studied along the course
Mix 2 or 3 of these to create a new one
Developing creativity (see HO 77)
Resources:
HO 77
Outcome:
Common activity presented to the classmates
T4: Evaluation of teaching
Instructions:
As indicated at HO 82
Outcome:
Written evaluation (500-750 words)

STRAND 3- Teaching Competences Programme - Oct-Nov 2014 - PALOMA CARRASCO LPEZ