Lesson planning within the updated curriculum in Pavlodar

“Lesson planning within the updated curriculum in Pavlodar region (Kazakhstan)" Aiman Ibrayeva: trainer and master of pedagogical sciences, Center of Excellence in Pavlodar (Kazakhstan)

Objectives: • Introduce with updated curriculum • Share with experiences in lesson planning • Receive feedback from colleagues

What is lesson plan? What? • A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. [1]. "Two essential things to do big and important work: clear plan and limited time" - Habart Elber https: //en. wikipedia. org/wiki/Planning

Why? Research methods: - qualatative methods: • Lesson observation • Analysis of Lesson plans • Interviews (semi-structured interviews) Problems: • Teachers make too much accents on the active learning methods and FA techniques; • Teachers give too much tasks (Low leveled tasks); • Lesson objectives, assessment criteria, tasks and descriptors don’t respond to learning objectives; • Learners’ emotional and social aspects are assessed • Abstract verbs are used in Assessment Criteria (understand, know, learn, remember etc) • Descriptors are created like steps ( works in pair, hangs a picture on the wall etc) Objectives: - Increase the competence of teachers in the field of lesson planning in the context of the updated curriculum. - Share with experiences. - Support teacher in lesson planning

Updated curriculum in Kazakhstan 20152016 • 30 pilot schools • 1 grades 2016 - • 5 grades 2017 • 2 grades 2017 - • 6 grades 2018 • 3 grades 2018 - • 7 grades 2019 • 4 grades 2019 - • 9 grades 2020 How?

Criteria based assessment The structure of the updated curriculum State compulsory standard Subject program (Long Term Plan) Course plan (Medium Term Plan) Lesson plan (Short Term Plan)

The structure of the lesson plan

Stages of “Backward Design” method in 1998/9 by Jay Mc. Tighe and Grant Wiggins

Main components of the Lesson Plan in updated curriculum Grade, Unit, Learning Objectives (Subject programme) Lesson Objectives Assessment Criteria Level of Thinking Skills (By B. Bloom’s Taxonomy: knowledge and comprehension, application, higher order of thinking skills) Tasks/active learning methods/methods of differenciation Descriptors

c i M e L ro n o ss n a Pl

Evaluating planning according to the learning objectives. . . Assessment criteria Learning objectives, unit, topic (link to SP) Lesson objectives - Does it respond to learning objectives/topic? - Are the levels of thinking skills appropriate to the level of learning objectives? - Is Lesson objective created to the SMART measurement? - - Is it clear for learners? Descriptors -Have you created descriptors according to the task/selected active learning method? - Does it evaluate knowledge / content? - Does it respond to learning /lesson objectives? - Does it measure learner’s achievement of LO? -Aren’t the used verbs abstract? Tasks, active learning methods, methods of differentiation - Do tasks respond to assessment criteria? - Do tasks help learners to reach LO is the task clear for learners? (instruction, structure of the task etc) - Are the selected resources appropriate for the learner age?

Rahmet!