Try before buy. Lesson Design and Planning from scratch.: A self-study reference and practice book.
Visual Reading. Digital versions of Printed Books. by Marina Hrabar
marina hrabar
books
english
lessons
planning
Visual Reading
Lesson Design and Planning from scratch Copyright © 2020 Marina Hrabar All rights reserved. ISBN: 9798642794623
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Lesson Design and Planning from scratch PREFACE Lessonplansallowprofessorstocreatelearningobjectives,organizeanddeliver course content, and plan and prepare to learn activities and materials. What does it mean to be a professional teacher? Thegeneraldefinitionof✥professional is✥onewhoispaid. Thatdistinctionis moreoften usedinthearts aprofessionalvocalistispaid,whileanamateuris ✁ not. Beaprofessionalteacher,shareyourhobby,makemoney.Iknowthatyouwant to share your knowledge and impact the lives ofpeople. Howtostart?Howtoincorporatetechnologyintoyourlesson plan? Andincorporatingtechnologyintotextbooks.Youareinthe right place. Practice, examples, and support. All of the project resources. A self-study reference and practice book. With answers and Practice Labs.
CONTENTS 1. Writing Instructional Objectives (pg. 1) Topics to Get Your Students Talking And Topics to Avoid (pg.8) ✂ ✄ ✂ Select Appropriate Materials for your Learners (pg.13) ✂ Lesson Improvement Tips (pg.16) Start your projects. Practice Lab 1(pg.20) 2. Warm-Up Activities (pg.52) ✂ Warm-up activities using technology (pg.57) Practice Lab 2. Create your warm-ups (pg. 60) 3. Objective Discussion (pg. 72) ✂ WAYS TO INTRODUCE YOUR LESSON TOPIC (pg.74) Practice Lab 3. Objective Discussion (pg. 83) 4. Instruct and Model (pg. 98) ✂ Instruct (pg. 98) Model (pg.103) ✂ ✂ Professional samples (pg. 105) Practice Lab 4. Check Yourself (pg. 107) 5. Visual Reading (pg. 110) ✂ Activity (pg. 113) ✂ Use Technology to Build Vocabulary (pg. 123) Practice Lab 5 (pg. 127)
CONTENTS 6. Writing RAFT (pg. 137) ✂ Flipping the Grammar and Writing Component (pg.141) Practice Lab 6 (pg. 143) 7. Assessment (pg. 149) ✂ Rubric (pg. 153) Blog Post Ideas (pg. 155) ✂ Practice Lab 7 (pg. 161) 8. Listening (pg. 163) Practice Lab 8 (pg. 171) 9. Speaking (pg. 178) ✂ Think-pair-share (TPS) (pg. 179) Practical cases (pg. 180) ✂ Practice Lab 9 (pg. 185) 10. SAMR (pg.191) My Sample. Teacher`s Book SAMR (pg.193) ✂ Practice Lab 10. What is SAMR? (pg. 208)
CONTENTS 11. STEM (pg. 212) ✂ The STEM Projects Toolkit (pg. 213) ✂ PROJECT (STEM) Example (pg.214) Real-world STEM. My example (pg.215) ✂ Providing real-world STEM activities (pg. 218) ✂ ✂ My sample. Addressing Social Issues through Art. Project 4 (pg.220) 12. Toolbox (pg. 222) Words (pg.222) ✂ ✂ Games For Online Practice (pg. 227) ✂ Communicative Grammar with Tech (pg.232) Digital tools to plan, share, and curate learning (pg.233) ✂ Run your personal brand (pg.236) ✂ Full-Stack Example Projects My Sample. Dreaming. Project 1 (pg. 245) My Sample. Exploring Social Issues. Project 2 (pg. 258) My Sample. Teacher`s Book SAMR. Business Result Advanced (pg. 271) My sample. Addressing Social Issues through Art. Project 4 (pg. 290)
ACKNOWLEDGMENTS Selfishness and greed drive people most of the time, all they see are the possible gains and ignore the negative consequences. Other scenarios have them convince themselves that they are either not doing something bad or they overestimate their own abilities and think they won't be caught. We learn from both good and bad examples. We learn what to do from good examples and what to avoid doing from those who have made a mess of their lives. Follow the good. Learn from the bad. Bad examples help identify dead-ends. I wish to thank my toxic people. I don't belong on the same page or even in the same library. From Marina Hrabar I`m 44 y.o. Yes, we have a problem. Why are teachers getting younger? Managers can kill two birds with one stone by getting rid of an older, more experienced, and thus more expensive teacher, and hiring two younger, cheaper teachers. All of which are battered to dust within five years, usually much less now. Then the schools hire the next batch of young things and the cycle of burn out continues. This question is only about money. Age holds no value if you are talented and master your subject well. Experience is the main difference. Apart from that, an old teacher has a “knowledge-base” that is developed over years of teaching experience. But all parents want the best teacher for their kids. Not an animator, not a baby sitter. All the best teachers are older than 40. The best Harvard teachers are older than 50. I always choose knowledge and experience. Normal people also do. Not normal is to be stupid and ugly at any age. I`m in Ukraine now. What do they have here? EX-SOVIET territory. Soviets traits. Love money Use people. It`s just about their ugly truth about not being pretty. "No matter how old you are now. You are never too young or too old for success or going after what you want." - Pablo
1. Writing Instructional Objectives We can teach a lesson about Russia, but what do we want our students to be able to do afterward? List regions? Label them on a map? Describe geographical differences? There are so many choices! Depending on what you want students to be able to DO at the end of a lesson, it will help us choose the right action verb for writing an instructional objective. Instructional objectives often will depend on the overall curriculum plan and the level of thelearners, but it also involves the teacher's influence in designing a lesson. 1
Shift your perspective Join TED Recommends TED is a nonpartisan nonprofit devoted to spreading ideas, usually in the form of short, powerful talks. TED began in 1984 as a conference where Technology, Entertainment and Design converged, and today covers almost all topics from science to business to global issues in more than 110 languages. ✔ ✔ STEM Lab. FUN SCIENCE, TECHNOLOGY, ENGINEERING AND MATH ACTIVITIES ! 15
Lesson Improvement Tips 16
Start your projects. Practice Lab 1 Project 1. Reading/Writing Lesson Project 2. Listening/ Speaking Lesson Project 3. Course, Teacher`s Book. But Set your own goals for your learners Project 4. Stem Lesson. Build affordable inquiry and project-based activities to visualize data across science, technology, engineering, and math (STEM) curriculum. Questions. Reading What is the age of the students you are planning this reading for? Describe your students' language proficiency. Discuss why you think this reading would be appropriate for your learners. 20
STEM What is the age of the students you are planning this course? Describe your students' language proficiency. List the title. Discuss why you think this STEM Lesson/ Course would be appropriate for your learners. 22
Lesson Plan. Reading/Writing Lesson My Sample 1 Business/Materials Lesson Objectives - Students will be able to define https://www.moralstories.org/keep- vocabulary words, your-dream/KeepYour Dream. identify the main characters, describe Welcome Reader the scenes and setting. - Students will be able to explore a dream ambition. - A projector - Students will be able to write imaginatively, - A Smart Board creatively and thoughtfully, producing texts - Computers with that interest and engage the reader. internet access - Students will be able to generate and harness new ideas and develop them in their writing. Warm-up and Objective Discussion Guided Practice R W L ððð ððð ✗✗✗ 24
My important theme is dreaming. Developing Myself Lesson Objectives - Students will be able to define vocabulary words, identify the main characters, describe the scenes and setting. - Students will be able to explore a dream ambition. - Students will be able to write imaginatively, creatively and thoughtfully, producing texts that interest and engage the reader. - Students will be able to generate and harness new ideas and develop them in their writing. What is the age of the students you are planning this reading for? 14+ Describe your students' language proficiency. Intermediate (Reading skills including focusing on topic sentences plus using context to work out the meaning of unknown words. Follow on activities include thinking of ways to search for eternal youth). Make associations between new information and their prior knowledge, use new information to clarify or modify their prior knowledge, read and listen between lines, relate new concepts to their own lives, to their experiences, knowledge, beliefs and feelings. Create a mental, oral and written summary of information. List the title and author of the reading. Keep Your Dream. Welcome Reader https://www.moralstories.org/keep-your-dream/ Discuss why you think this reading would be appropriate for your learners. Dreams are very important in life. They motivate, inspire, improve and help you in achieving any goal that you want to achieve. 25
Lesson Plan. STEM Lesson « Addressing Social Issues through Art» Lesson Objectives Students will be able to: - research the traits of artists and the purpose of their non- profit endeavors; - compare and contrast findings, within small groups, discussing professional skill sets required to support these non-profits; - create a list of outlandish ideas for potential non-profit What is the age of the students you are planning this course? 16+ Describe your students' language proficiency. Advanced (C1-C2) List the title. English-Language Arts History/Social Science Visual Arts & Performing Arts English Language Development Discuss why you think this STEM Lesson would be appropriate for your learners. What social issues motivate students within their community? The purpose of this lesson is for Individual students to develop a Project where they design a nonprofit business plan using their art major to facilitate their organization's mission. 31
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2. Warm-Up Activities As a teacher, you always have to start with a warm-up when you begin a class to help the students waking up and start thinking about what they learned previously. The warm-up can be a quick review of the subject or a pre-lesson exercise of the new lesson. At the end of the warm-up, the teacher would take a look at where the student is at in terms of the exposure to the material they are going to learn or have learned in the previous lesson as a review. Talk About ✶ You have two minutes introduce yourself to your partner. Now introduce your partner to the ✷ ✸ ✷ ✸ group by sharing one interesting fact they told you. SWITCH! Variations Change the topic by ✷ giving a question What did you do on the weekend? What will you do on the weekend? ✺ Freestyle ✹ ✹ How well do you know the teacher? Ask students to write down 5 questions they would like to ask you. Ask one student to ✻ ✻ come to the front. This student will now play the role of you and will guess the answer to five of the ✻ students questions. Give a "point" to the student for each correct answer and an 'x' for ✼ ✻ an incorrect one. Each student takes turns guessing until each student has answered 5 questions. ✻ Re-ask questions which were answered incorrectly to gain more information ✻ about you. Once every student has had a chance to be the teacher, answer the questions ✻ about you which were left answered incorrectly. 52
Practice Lab 2. Create your warm-ups. 1. Warm-Ups without Technology. 2. Then think what technology would be most appropriate. What Makes a Good Warm-up? Short (10 15 minutes) ✻ ✺ Nothing new or difficult ✻ Reviews a previous lessons or skill ✻ Sets the stage for an upcoming lesson ✻ Fun, interactive, communicative ✻ Gets students moving! ✻ 60
3 Objective Discussion The three reasons 1. Communicating objectives to students send a strong message about who is driving the learning. 2. Communicating objectives to students gives away the ending before the uncovering even begins. 3. Communicating objectives to students discourage students and teachers from pursuing potentially constructive lines of inquiry that appear tangential to the objectives. 72
Practice Lab 3. Objective Discussion Once you outline the learning objectives for the class meeting, rank them in terms of their importance. This step will prepare you for managing class time and accomplishing the more important learning objectives in case you are pressed for time. Consider the following questions: ❡ What are the most important concepts, ideas, or skills I want students to be able to grasp and apply? Why are they important? ❡ If I ran out of time, which ones could not be omitted? ❡ ❡ And conversely, which ones could I skip if pressed for time? 83
4 Instruct and Model Slavin (1987a) and Slavin (1994). It was written under funding from the Office of Educational Research and Improvement, U.S. Department of Education (No. OERI-R-117-R90002). The components of this model are as follows: 1. Quality of Instruction. The degree to which information or skills are presented so that students can easily learn them. Quality of instruction is largely a product of the quality of the curriculum and of the lesson presentation itself. 98
Practice Lab 4. Check Yourself Educational modeling can be defined as giving students a demonstration example of a process product that is representative of the skill content they are expected to perform themselves All of the above Benefits for providing students with examples to supplement our raw instruction All of the above Models help students see what it is that they re supposed to produce ✇ Models can help students see the relevance of the tasks we ask them to do We cant forget that sometimes we lose sight as teachers of what our assignments look like to r students More than one way to skin a cat will help students ① ② find the method that s best combined with their own creativity and ambitions r picture their work along that one narrow line Models are meant to be handed out or posted up examples discussed and explained 107
Lesson Design and Planning from scratch 5. Visual Reading Purpose: To help students visualize story elements and practice summarizing. 110
Lesson Design and Planning from scratch Practice Lab 5 You just have to follow the 80/20 rule. The instructor⑨s goal is to create an environment in every class where the students are communicating 80% of the time and the instructor is communicating 20% of the time. Now, all you beginner-level instructors out there are saying impossible! To clarify, this obviously ❶ ❷ does not mean from day one. This is a goal, and there are some simple changes to the way material is presented to help achieve that goal. 127
Lesson Design and Planning from scratch 6. Writing RAFT RAFT is a writing strategy that helps students understand their roles as writers, the audience they will address, the varied formats for writing, and the topic they'll be writing about. By using this strategy, teachers encourage students to write creatively, to consider a topic from a different perspective, and to gain practice writing for different audiences. 137
Lesson Design and Planning from scratch Practice Lab 6 You just have to follow the 80/20 rule. The instructor s goal is to create an environment in every class where the students are ❽ communicating 80% of the time and the instructor is communicating 20% of the time. Now, all you beginner-level instructors out there are saying impossible! To clarify, this obviously ➁ ➂ does not mean from day one. This is a goal, and there are some simple changes to the way material is presented to help achieve that goal. 143
Lesson Design and Planning from scratch 7 Assessment WHY FORMATIVE ASSESSMENT MAKES BETTER TEACHERS Formative assessment is done as students are learning. Summative assessment is at the end (like a test). Good teachers in every subject will adjust their teaching based on what students know at each point. Good formative assessment removes the embarrassment of public hand raising and gives teachers feedback that impacts how they re teaching at that moment. Instant feedback. Formative ➄ is another tool in this category, with some different advantages. Whereas in Socrative you see the answers and what students are doing, Formative can have students draw on their device, type answers, or use a variety of methods all updated live on your screen as students enter their answer. 149
Lesson Design and Planning from scratch AAAsssssseeessssssmmmeeennnttt Do you have something that you want to achieve in your life? Do you know what the next step is? How exactly do you achieve your dreams? Create Student Blogs The easiest way to create and manage student blogs is to use My Class. My Class is the ultimate tool for class and student blogging. It allows you to connect student blogs to your class blog where you can control the student blog privacy, comment moderation and post moderation on all student blogs with just one click. http://mhrabar.edublogs.org/ Feedback and self-improvement through commenting. 159
Lesson Design and Planning from scratch Practice Lab 7 Formative assessment Design just the right assessment Are you ready to move on? Do your students need a different path to the concepts? Or, more likely, which students are ready to move on and which need a different path? You can try prompts like: What are three things you learned, two things you re still curious about, and one thing ➈ you don t understand? ➉ ➉ How would you have done things differently today, if you had the choice? ➈ What I found interesting about this work was... ➈ Right now I m feeling... ➈ ➉ Today was hard because... ➈ 161
8 Listening Steps in guided metacognitive sequence in a listening lesson from Goh and Yusnita (2006) Step 1 Pre-listening activity In pairs, students predict the possible words and phrases that they might hear. They write down their predictions. They may write some words in their first language. Step 2 First listen As they are listening to the text, students underline or circle those words or phrases (including first-language equivalents) that they have predicted correctly. They also write down the new information they hear. Step 3 Pair process-based discussion In pairs, students compare what they have understood so far and explain how they arrived at the understanding. They identify the parts that caused confusion and disagreement and make a note of the parts of the text that will require special attention in the second listen. Step 4 Second listen Students listen to those parts that have caused confusion or disagreement areas and make notes of any new information they hear. Step 5 Whole-class process-based discussion The teacher leads a discussion to confirm comprehension before discussing with students the strategies that they reported using. The Web that helps enhance language learning beyond the static page (i.e., just the printed word) and would focus on listening skills. ESL-LAB https://www.esl-lab.com/smartphone/smartphonerd1.htm 163
Lesson Design and Planning from scratch Practice Lab 8 Listening Lesson The 3 Stages of a Listening Lessons are: 1. Pre-Listening 2. During- Listening 3. Post- listening Choose Listening Materials 1. their authenticity 2. their level 3. their purpose 171
Lesson Design and Planning from scratch 9. Speaking In speaking and listening, we tend to be getting something done, exploring ideas, working out some aspect of the world, or simply being together. In writing we may be creating a record, committing events or moments to paper. Composed of idea units (conjoined short phrases and clauses) ➙ ➙ May be planned (e.g. a lecture) or unplanned (e.g. a conversation) ➙ Employs more vague or generic words than written language Employs fixed phrases, fillers and hesitation markers ➙ Contains slips and errors reflecting on-line processing ➙ ➙ Involved reciprocity (i.e. interactions are jointly constructed) ➙ Shows variation (e.g. between formal and casual speech), reflecting speaker roles, speaking purpose, and the context Has a primarily social function ➙ Reflects role relationships ➙ ➙ Reflects the speaker s identity ➙ ➛ May be formal or casual Uses conversational conventions ➙ ➙ Reflects degrees of politeness ➙ Employs many generic words Uses conversational register ➙ ➙ Is jointly constructed For example: Schools should do away with exams . Vegetarianism is the only healthy ➜ ➝ ➜ lifestyle . The Olympic games are a waste of money. Role-play activities are another familiar ➝ ➜ ➝ technique for practicing real-world transactions and typically involve the following sequence of activities: - Preparing: reviewing vocabulary, real-world knowledge related to the content and context of the role play (e.g. returning a faulty item to a store) - Modeling and eliciting: demonstrating the stages that are typically involved in the transaction, eliciting suggestions for how each stage can be carried out, and teaching the functional language need for each stage - Practicing and reviewing: students are assigned roles and practice a role play using cue cards or realia to provide language and other support 178
Lesson Design and Planning from scratch Practice Lab 9 What questions will I ask students to check for understanding? What ➟➟ will I have students do to demonstrate that they are following? ➟➟ Going back to my list of learning objectives, what activity can I have students do to check whether each of those has been accomplished? You just have to follow the 80/20 rule. The instructor s goal is to create an environment in every class where the students are ➛ communicating 80% of the time and the instructor is communicating 20% of the time. Now, all you beginner-level instructors out there are saying impossible! To clarify, this obviously does ➜ ➝ not mean from day one. This is a goal, and there are some simple changes to the way material is presented to help achieve that goal. 185
Lesson Design and Planning from scratch 10. SAMR The SAMR model was created to help teachers reflect on how they re using technology ➦ ➦ future. The four levels today while paving the way towards impacting their students move from simple substitution, to augmentation, modification and finally redefinition, ➦ where each successive level increases the tool s impact on the classroom. The SAMR Model for integrating technology into teaching, developed by Dr. Ruben Puentedura, has gained a good deal of exposure in recent years. SAMR is an acronym that ➧ ➨ stands for Substitution, Augmentation, Modification, and Redefinition. The SAMR model provides a technique for moving through degrees of technology adoption to find more meaningful uses of technology in teaching and move away from simply using tech for tech s sake . ➧ ➩ ➨ 191
Lesson Design and Planning from scratch Practice Lab 9 208
Lesson Design and Planning from scratch Students can write or record their voices to comment on a slide. Since there is an option for both, students can choose whichever they feel most comfortable with. This is a wonderful feature for shy students that do not usually speak up in class or for learners that have trouble expressing their thoughts in writing. Link to classroom ideas http://voicethread.com/about/library Xtranormal www.xtranormal.com Type: Web-based tool, Mobile Device application Description: Students can enter any information and turn it into an animated video. Students are able to select and customize characters, scenes, sound effects, motions, and other features. 235
Lesson Design and Planning from scratch Run your personal brand! 236
Lesson Design and Planning from scratch Reading/Writing Lesson My Sample 1 14+ Intermediate (Reading skills including focusing on topic sentences plus using context to work out the meaning of unknown words. Follow on activities include thinking of ways to search for eternal youth). Make associations between new information and their prior knowledge, use new information to clarify or modify their prior knowledge, read and listen between lines, relate new concepts to their own lives, to their experiences, knowledge, beliefs, and feelings. Create a mental, oral and written summary of information. Keep Your Dream. Welcome Reader https://www.moralstories.org/keep-your-dream/ Dreams are very important in life. They motivate, inspire, improve and help you in achieving any goal that you want to achieve. 245
Lesson Design and Planning from scratch Listening/ Speaking Lesson My Sample 2 14+ Intermediate Air Quality Concerns Close Schools, Colleges https://www.youtube.com/watch?v=Mter5lTxT2o Students reflect on what they have learned about air pollution What I learned... What I found surprising... How my thinking changedá 1 - Air Quality Concerns Close Schools, Colleges 258
Lesson Design and Planning from scratch MMMyyy SSSaaammmpppllleee 333... Teacher`s Book SAMR 271
Lesson Design and Planning from scratch My sample 4. STEM. Addressing Social Issues through Art. 16+ Advanced (C1-C2) English-Language Arts History/Social Science Visual Arts & Performing Arts English Language Development What social issues motivate students within their community? The purpose of this lesson is for Individual students to develop a Project where they design a nonprofit business plan using their art major to facilitate their organization's mission. 290
ABOUT THE AUTHOR Marina Hrabar. Teacher, Instructor Shestarted teachingEnglish/Russianprofessionallyin2000shortlyafter graduatingfromtheUniversity.Shehas herMaster'sdegreeinESL Education,aswellasaTESOLcertificate(150 hours). Shepossesses17yearsofcorporateexperienceinFinance, Banking,Technology,Construction industries, and a bunch of cool things (M.A. in Building Engineering, B.A. in Accountancy, Professional certifications that can help prove her skills and value). Previous Coursera mentor. I helped others work through Lesson Design and Assessment Course
