CEFR-aligned curriculum

cascade workshops: Day 3

Session 1: Planning objective and
pupil-centred textbook-based lessons

• Understand how to use the Schemes of Work for

planning lessons
• Create Learning Objectives derived from Learning
Standards
• Plan lessons using the Lesson Plan Template
D3.S1.1
Introduction to lesson planning

D3.S1.2
 Introduction to lesson planning

TASK:

Discuss in small groups:

• Why do teachers
need to plan lessons?

Give three reasons.

D3.S1.3
Introduction to lesson planning

• To provide a clear purpose for a lesson

(Learning Objectives)
• To develop pupils’ understanding across a
lesson (procedure)
• To anticipate problems and plan solutions
• To ensure everything needed is prepared
(materials and resources)
• For classroom management (timing and pace)
• To ensure progression over time (longer term
planning)

D3.S1.4
 Schemes of Work and lesson
planning
• Content and Learning Standards:
– Come from curriculum
– Main and Complementary skills
• Learning outline:
– Lesson procedure
– Three main parts of the lesson
• Materials / resources:
– Pulse 2
D3.S1.5
 Schemes of Work and lesson
planning

• Cross-curricular element:
– From Ministry of Education
• Differentiation strategies:
– Thinking about individual pupils’ needs
• Teacher’s notes/remarks:
– For use during lesson
– Longer-term planning
– Feedback

D3.S1.6
 Schemes of Work and lesson
planning

TASK:
• Look at the Scheme of Work sample.
• Match the phrases in the box with the
gaps.

Handout D3.S1.1

D3.S1.7
 Schemes of Work and lesson
planning

TASK:
• Compare the Scheme of Work example
and the Lesson Plan Template.
• When planning a lesson, which information
can teachers take from the Scheme of
Work?
• Which information do they need to work on
for themselves?
Handout D3.S1.1 D3.S1.8
 Schemes of Work and lesson
planning
Taken from Scheme Teachers write:
of Work:
Theme Subject (English)
Topic Year/Form
Focus skills Duration (1 hour)
Content Standard(s) Learning Objectives
Learning Standard(s) Activities*

Cross-curricular Teacher’s Reflection

elements
D3.S1.9
Writing Learning Objectives

D3.S1.10
 Learning Objectives

What is a Learning Objective?

A clear statement of:
• What the pupils will be able to do at the
end of the lesson
• An outcome that is observable (you can
‘see’ it)
• And is assessable (you can ‘measure’ it)

D3.S1.11
 Learning Objectives

Look at this Learning Objective:

By the end of the lesson pupils will have exchanged relevant
information and given his/her opinion on practical problems
when asked directly, if he/she receives some help with
formulation and can ask for repetition of key points if necessary.

• Is it clear?
• Is it achievable for Form 1 Secondary pupils?
• Does it describe something observable?
• Does it describe something measurable?

D3.S1.12
 Learning Objectives

By the end of the lesson pupils will have exchanged relevant

information and given his/her opinion on practical problems
when asked directly, if he/she receives some help with
formulation and can ask for repetition of key points if
necessary.

• Is it clear? NO
• Is it achievable for Form 1 Secondary pupils? No
(expressing opinions on practical problems is more
appropriate from Form 2 onwards)
• Does it describe something observable? YES
• Does it describe something measurable? YES

D3.S1.13
 Learning Objectives

Main Learning Standard:

Speaking 2.1.2
• Ask for and respond appropriately to
simple suggestions

Learning Objective:
By the end of the lesson, pupils will be able
to ask for and respond to advice about health
problems.

D3.S1.14
 Learning Objectives

TASK:

Work with a partner to write the main Learning

Objective for Lesson 53: Pulse 2 Unit 3 page
30.

Remember to look at:

• language/grammar focus
• Learning Standard
• Learning Outline
D3.S1.15
Planning with the Lesson Plan
template

D3.S1.16
 Lesson planning workshop

TASK:

Using the Lesson Plan Template, the

Scheme of Work and the textbook, plan a
lesson for Form 1, Lesson 7.
This lesson is based on Pulse 2, Unit 1, page
10.

D3.S1.17
Session 1: Planning objective and
pupil-centred textbook-based lessons

• Understand how to use the Schemes of Work for

planning lessons
• Create Learning Objectives derived from Learning
Standards
• Plan lessons using the Lesson Plan Template
D3.S1.18
Session 2: Planning for pupil-centred
non-textbook based lessons
• Understand the requirements and challenges for planning
non-textbook aligned lessons
• Create Learning Objectives derived from Learning Standards
and detail outlined in the Scheme of Work
• Identify how to cater for pupils’ needs as identified in textbook
lessons
• Planning Learning Outline in non-textbook based lessons
D3.S2.1
Planning non-textbook lessons

D3.S2.2
Planning non-textbook lessons

• What is a non-textbook lesson?

• What is their purpose?

TASK:
• Read the text about planning non-textbook
lessons. Use a word from the box to fill the
gaps.
Handout D3.S2.1
D3.S2.3
Planning non-textbook lessons:
requirements and challenges
• When planning a lesson, we need to look at the (1) Scheme
of Work and the textbook Pulse 2. The first step is to write the
Learning (2) Objectives. These need to be clear, (3)
achievable, observable and measurable.
• Textbook lessons follow a cycle: this is an 11 lesson (4)
pattern of skills and language work covering Speaking-
Reading-Language Awareness 1- Listening- Enrichment
Activity- Language Awareness 2- Action Oriented Task-
Writing- Literature in Action.
• There are blocks of textbook-based (5) lessons but some
won’t be from the textbook. The non-textbook based lessons
are intended to (6) extend and enrich learning based on the
focus of recent work in Pulse 2. Therefore, it is important that
we use information from (7) monitoring of pupils’ (8)
progress to help us plan non-textbook lessons.

D3.S2.4
Catering to pupils’ needs in non-
textbook lessons

D3.S2.5
Catering to pupils’ needs in non-
textbook lessons

We need to plan non-textbook lessons:

• to address pupils’ needs
• because some Learning Standards do not
appear in the textbook
• to personalise topics for engagement.

D3.S2.6
Planning non-textbook lessons:
requirements
From Scheme of Work From teacher
Main skill focus (except Lesson order in a cycle
LA)
Theme Topic (1 per cycle)
Content Standard Language / grammar
focus
Learning Standard The rest of the sections in
the lesson plan template

D3.S2.7
Catering to pupils’ needs in non-textbook
lessons

• Read the teachers’ questions.

• What would your response be? Discuss in
small groups.

Handout D3.S2.2

D3.S2.8
Planning non-textbook lessons:
Learning Objectives

Remember: a good Learning Objective is…

• Clear
• Achievable
• Observable
• Measurable

D3.S2.9
Planning non-textbook lessons:
Learning Objectives

• Look at the incomplete Schemes of Work

samples for Lessons 18 and 19
• Read the Learning Standards and think
about:
‒ how to write the Learning Objective

Handout D3.S2.3

D3.S2.10
 Catering to pupils’ needs in non-
textbook lessons
• What information in the Scheme of Work do I need to
follow?
• How did my pupils respond to the activities in the
textbook lessons?
• What kind of activities do my pupils get most from?
• What kind of interaction patterns do my pupils prefer?
• How well did the pupils learn the new vocabulary and
language?
• What do my pupils need to review (language,
vocabulary)?
• Is there an opportunity to enrich (extend) learning
(language, vocabulary)?

D3.S2.11
 Planning the Learning Outline

Principles of staging:
• Lead in, pre-stage (to cover any necessary
language) and follow-up stages
• pre-, while and post- for receptive skills
• review known before introducing new; oral
before written
• develop models before production activities
• Pre-lesson, Learning Outline, Post-lesson
• vary interactions and activity types

D3.S2.12
 Planning the Learning Outline

TASK:

• Choose a non-textbook based lesson from

the Scheme of Work focused on Listening or
Speaking.
• Write the Learning Objective.
• Plan the Learning Outline for this lesson.

Handout D3.S2.4
D3.S2.13
Session 2: Planning for pupil-centred
non-textbook based lessons
• Understand the requirements and challenges for planning
non-textbook aligned lessons
• Create Learning Objectives derived from Learning Standards
and detail outlined in the Scheme of Work
• Identify how to cater for pupils’ needs as identified in textbook
lessons
• Planning Learning Outline in non-textbook based lessons
D3.S2.14
 Session 3: Developing pupil-centred
skills lessons consistent with CEFR-
aligned curriculum frameworks
• Consider tasks for the development of skills in
pupil-centred lessons
• Understand principles of tracking progress and
realigning lessons in response to monitoring
• Planning short-, mid- and long-term lesson
sequences
D3.S3.1
 Planning in the Malaysian
Secondary context

• Which documents help you

plan a short-, mid- and long-
term sequence of lessons?
• What factors might require
you to change these plans?

D3.S3.2
Principles of tracking progress

Identify
a need
Note: The
Learning Cycle
Plan
Reflect teaching
is a continuous
Learning
process. There
is no beginning
or end point.
Monitor
& Teach
record

D3.S3.3
 Tracking progress
Tracking progress against the Learning Objectives
will happen in three ways:
• On-the-run…
is monitoring that teachers do as they teach and
observe pupils in the classroom.
• Diagnostic…
identifies pupils’ strengths and weaknesses at the
beginning of a period of learning.
• Planned…
is when the teacher designs activities which aim to
check progress.
We’ll look at this in detail later.
D3.S3.4
Techniques for monitoring progress

TASK:
• Your trainer will ask you to think about one
of the three types of technique.
• Look at the list of techniques on the
handout.
• Decide which ones are examples of your
technique.

Handout D3.S3.1
D3.S3.5
 Techniques for monitoring progress
On-the-run:
• The teacher monitors and observes pupils as part of normal
classroom practice of monitoring, giving feedback and asking
questions.
• The teacher monitors pupils as they work on classroom activities.
• The teacher gives praise where needed.
• The teacher helps pupils when needed or asks pupils to help each
other.
• The teacher gives balanced and constructive feedback.
• The teacher makes notes during and after the lesson on pupils’
performance in different activities.
• The teacher keeps records about pupil’s homework and classwork.
D3.S3.6
 Techniques for monitoring progress
Planned:
• The teacher sets specific classroom activities and observes pupils as they
do them.
• The teacher chooses different pupils to observe in each skill at least
twice.
• The teacher makes notes on the performance of a small number of pupils
as they work on a specific activity.
• The teacher keeps informal or formal records of pupils’ progress from one
activity to another of the same type.
• The teacher meets pupils to talk about their progress and to ask them
how they think they are doing.
• The teacher devises specific classroom activities, taking into
consideration CEFR level, the curriculum, syllabus, Learning and Content
Standards when planning an assessed activity.
D3.S3.7
 Techniques for monitoring progress

Diagnostic:
• The teacher asks questions at the beginning of
the unit to see how much pupils already know.
• The pupils play a game to brainstorm topic
vocabulary at the beginning of the lesson.

Which of these techniques might be suitable for Form 1

and Form 2 pupils?

D3.S3.8
 Progress in the Malaysian
Secondary context

• Monitoring for progress during

classroom activity –
‘Do’s’ and ‘Don’ts’

Handout D3.S3.2

D3.S3.9
 Monitoring for progress:
general ideas
• Ensure you set the task clearly and check all pupils understand
what they are doing.
• Monitor from a distance. Only step in if a group are off task or can’t
continue without support.
• When you speak to a group or pair, go down to eye level and
lower your voice so other groups continue to work.
• Keep a check once in a while on all groups to ensure they are
focused.
• Take a notebook or device round so you can make notes.
• Pick up on errors or issues related to the Learning Objective in
hand, not all errors; remember to make notes on good
performance too and praise.
• If you have a large group divide them and monitor different pupils
(preferably 1 each task) so you compile progress notes for
everyone over a sequence of lessons.
D3.S3.10
Techniques for recording progress

Task:
• Look at the examples of records.
• What kind of document are they?
• What kind of information can they give the
teacher?
• How can they help the teacher?

Handout D3.S3.3

D3.S3.11
Planning in response to progress

D3.S3.12
 Using information about progress

• Use the information you gather to:

– make changes to improve learning and the meeting of
Content and Learning Standards within the CEFR-
aligned syllabus
– add in helpful non-textbook lessons in Schemes of Work.
So:
• Teachers might make changes to:
- what they teach
- how they teach (including differentiation)
- when they teach something.
D3.S3.13
Using the information about pupils’
progress
Change what to teach:

- Give more practice with a skill, language point or vocabulary

- Change materials to offer more support or challenge

- Change the type of feedback to give to pupils (e.g. focus)

- Change materials to make them more accessible or challenging

- Add something to the Scheme of Work

D3.S3.14
Using the information about pupils’
progress
Change how to teach:

- Change teaching style or strategies (e.g. interaction patterns:

individual/pair/groups)

- Change the way to give feedback (e.g. oral/written/individual,

monitoring strategies)

- Change the way to differentiate

- Change behaviour management strategies

D3.S3.15
Using the information about pupils’
progress
Change when to teach:

- Change the order of activities or topics in a lesson or

unit

- Identify problem areas they need to work on with

individuals or groups of pupils before continuing

- Delay progress through syllabus in order to review or

re-teach a class

D3.S3.16
Using the information about pupils’
progress

Monitoring progress

• Short-term: sequence of lessons; a unit

• Medium-term: a semester
• Long-term: a school year

D3.S3.17
Using the information about pupils’
progress

Monitoring progress
• Short-term: How could you plan each unit
to allow for flexibility on a weekly basis?
• Medium-term: How could you plan across
the semester to allow for flexibility on a
semester basis?
• Look at the handout. Why might you use
some of these changes in planning?
Handout D3.S3.4
D3.S3.18
 Lesson planning workshop

TASK:
• Go back to one of the plans you have
created so far e.g. your plan for Form 1,
Lesson 7 (the lesson based on Pulse 2,
Unit 1, page 10).
• Some of the pupils were not able to
achieve the Learning Standard.
– What might you do next?
– How might you change your activities or
plans?

D3.S3.19
 Session 3: Developing pupil-centred
skills lessons consistent with CEFR-
aligned curriculum frameworks
• Consider tasks for the development of skills in
pupil-centred lessons
• Understand principles of tracking progress and
realigning lessons in response to monitoring
• Planning short, mid and long-term lesson
sequences
D3.S3.19
 Session 4: Identifying and
adapting learning materials
• Understand how and when to adapt or supplement the
textbook
• Consider different types of adaptation
• Understand where to source lesson materials
• Link Learning Objectives derived from Learning
Standards and detail outlined in the Scheme of Work
to adapted or supplementary materials D3.S4.1
 Evaluating materials

We adapt or add supplementary materials

where there is something the textbook lacks.

This may be:

• because it doesn’t cover the syllabus
or
• because it doesn’t meet the pupils needs.

D3.S4.2
 Evaluating materials

‘The selection of materials involves

matching the given materials against the
context in which they are going to be
used and the needs and interests of the
teachers and pupils who work within it, to
find the best possible fit between them.’
Rubdy (2003)

D3.S4.3
 Evaluating materials

‘The selection of materials involves

matching the given materials against the
context in which they are going to be
used and the needs and interests of the
teachers and pupils who work within it, to
find the best possible fit between them.’
Rubdy (2003)

D3.S4.4
 Evaluating materials

Select effective
materials
After
evaluation
Adapt and add
supplements

Design additional
content

D3.S4.5
 Evaluating lessons

How can we evaluate?

Using checklists

Handout D3.S4.1

D3.S4.6
 Evaluating lessons

TASK:
1. Look at the lesson materials.
2. You are working with Form 2 pupils
who find Speaking and Listening
very challenging. Evaluate the
materials for them.
3. Do we need to adapt them?
D3.S4.7
 Why adapt?
Some of the main reasons for adapting are to:
• add real choice
• cater for learning styles
• adjust the level of the material
• include more autonomy for pupils
• develop thinking skills
• modernise through the use of technology
• make the input more enjoyable
• differentiation
• change pace / provide variation
• include local context
• increase pupil-to-pupil interaction.
D3.S4.8
 What do we adapt?

• The content
• The level
• The process
• The language
Handout D3.S4.2

D3.S4.9
 How can we adapt?

ADDING MODIFYING

DELETING SIMPLIFYING

RE-ORDERING
Handout D3.S4.2

D3.S4.10
 How can we adapt?

Read through the considerations for

Secondary pupils. Look at the materials
again. How might you adapt the materials by:
• adding
• modifying
• deleting
• simplifying
• reordering?
Handout D3.S4.3

D3.S4.11
Learning Standards with no textbook
materials

• If there are no materials for the

Learning Standard (or a pupil
need), it may be necessary to
source alternative materials.

D3.S4.12
 Published materials

You can use:

• supplementary books
• online lessons

– often designed by materials writers

– already level tested
– economic
D3.S4.13
 Created materials

You can use:

• non-teaching materials and create
tasks/activities

– authentic
– can be personalised for pupils
– variety and new topics
Handout D3.S4.4
D3.S4.14
 Created materials

Ensure that:
• there is a link between your
materials and the Learning Standard
• the materials are appropriate for the
skills being covered.

D3.S4.15
 Created materials

TASK:
Using resources to create lessons
1. Look at Form 1 Schemes of Work, Lesson
18 or 19.
2. What kind of materials and tasks could you
use to meet the Learning Standards? Read
the stages in Handout 5.
3. Go back to the checklist (Handout 1) – will
your materials fit the requirements?
Handout D3.S4.5 D3.S4.16
 Session 3: Identifying and
adapting learning materials
• Understand how and when to adapt or supplement the
textbook
• Consider different types of adaptation
• Understand where to source lesson materials
• Link Learning Objectives derived from Learning
Standards and detail outlined in the Scheme of Work
to adapted or supplementary materials D3.S4.17