Present Practice Produce Using PPP Lesson Format to

Present, Practice, Produce Using PPP Lesson Format to Create Effective Lessons Through Task Based Learning pp. 118 -131

Objective/ Schedule Objective: To have participants create and assess a lesson plan. To prepare participants for Practicum 3. • Introductions • Group discussion activity • Lecture on lesson planning • Break • Lesson planning activity • Lesson plan feedback • Questions/ Closing

Who am I? • Certified Teacher – U. S. A • 7. 5 yrs teaching experience Ø 4 yrs U. S. Ø 3. 5 yrs South Korea • B. Sc. K-12 Music Education • MRes- Educational and Social Research • EPIK/ Ta. LK Teacher Trainer • Assistant Professor of English at Gimcheon University Daniel Moonasar

Who are you? • Graduates (4 yrs with degree)? • Undergraduates (2 yrs and or no degree)? • Education majors? • Teaching experience? • Non internship? • 6 month contract? • 1 year contract? • Visited in South Korea before? • Lived in South Korea before?

Group Discussion Activity Objective: To gather and discuss our thoughts on the role of lesson planning. Directions: 7 - 8 min 1. Make a group of 4 -5 people. 2. Discuss and answer the question given to your group. 3. Pick 1 person to speak for your group. 4. When finished, we’ll share answers to the class.

Group Discussion Activity G 1. Why is lesson planning important? G 2. How is lesson planning important for the teacher? For the learners? G 3. What do you take into account when you design a lesson plan? G 4. What constant components are there in your lesson plan? G 5. Can lesson planning be a hindrance to teaching/ learning? Why? G 6. What things are the most difficult when lesson planning? Why?

Group Discussion Activity G 1. Why is lesson planning important? Ø Gives teaching structure, framework, and an overall shape. Ø Allows you to communicate more effectively to students, parents, and peers. Ø Gives time and structure to allow for development of teaching skills. Ø It suggests professionalism and genuine commitment. I don’t need to lesson plan. I know what I am going to do.

Group Discussion Activity G 2. How is lesson planning important for the teacher? For the learners? For the Teachers • Don’t have to think on your feet. • Don’t lose “face” in front of learners. • You know your procedures and sequence. For the Learners • Gives a structured lesson and allows for comprehensible input. • Builds confidence and respect for the teacher. • Gives the teacher’s work as a model to imitate.

Group Discussion Activity G 3. What do you take into account when you design a lesson plan? Learners Characteristics Learner outcomes • • who? level? previous knowledge? multiple intelligences? • • objectives comprehensible input what did/ will they learn micro/ macro sequencing • school’s/ department’s curriculum Practical Requirements • classroom/ materials • time • culture

Group Discussion Activity G 4. What constant components are there in your lesson plan? Ø title Ø objectives Ø materials Ø procedures Ø assessment Ø anticipated problems & solutions.

Group Discussion Activity G 5. Can lesson planning be a hindrance to teaching/ learning? Why? Time Consuming • create/ use templates • essential information • practice/ style • creating a scedule Written Performed Co-teaching • practice • repetitive • applying theory to application • concise • assessment • comprehensible language • professional development • visual continuity and design

Group Discussion Activity G 6. What things are the most difficult when lesson planning? Why? My Lesson Difficulties time understanding th e curriculum gathering information success language/ cultura l barrier

Lecture Schedule 1. Skills and Methodology 2. PPP Lesson Plan Format 3. Lesson Plan Elements 4. Lesson Planning Activity

1. Bringing Together Language Skills and Methodology pp. 118 -119 What are the 2 focuses in a language classroom? What are the 4 associated skills in a language classroom? Receptive Skills Productive Skills Reading Writing Listening Speaking

1. Bringing Together Language Skills and Methodology pp. 121 -122 Why production based skills? • Expected in NSET (Native Speaking English Teacher) curriculum. • NSET emphasis on speaking. • Emphasis on exploring language skills through producing target language.

1. Bringing Together Language Skills and Methodology pp. 122 -123 Why receptive based lesson planning? • Receptive based. Allows for “correct or incorrect” engagement of language. • Teacher centered, component comprehension driven. Generally “safe” for students • Excellent for memorizing, introduction of core concepts, and eliciting information from students.

1. Bringing Together Language Skills and Methodology pp. 119 -120 Approaches and Strategies • The method in which you conduct your class. • Consists of teaching and classroom strategies. • Helps in focusing and guiding your lesson/ classroom. Ø Lecture Ø Debate Ø Discussion Ø Student Centered Ø Active Learning Ø Small Groups Ø Role Playing Ø Jigsaw Ø Task Based Learning

1. Bringing Together Language Skills and Methodology pp. 119 -120 Task Based Learning (TBL) • Tasks in which learners generates authentic language. • The task is based on students using the language to achieve specific outcomes. • Task and the language are the instruments to complete the task. • The task is an activity that: • reflects real life or authentic tasks • has students focus on meaning • uses language freely • allows students to experiment or make mistakes

1. Bringing Together Language Skills and Methodology pp. 119 -120 Task Based Learning (TBL) Activities • Questioning • Games with specific outcomes • Surveys • Interviews • Story building • Role plays • Ordering/ Sorting • Experimenting/ Building

2. PPP Format and it’s Reasoning pp. 120 -122 Why PPP lesson plan format? • Easy 3 staged lesson plan. • Most accepted lesson plan format in South Korea and NSETs Present • Allows for receptive and productive language skills. Practice • Flexible for multi strategy approaches. Produce

2. PPP Format and it’s Reasoning pp. 120 -122 Why PPP lesson plan format? • Share lessons with other professionals • Makes lessons understandable for observing peers, supervisors, & parents • Communicates about in-class roles and lesson execution Present 5 -10 minutes Practice 10 -15 minutes Produce 20 -25 minutes

2. PPP Format and it’s Reasoning pp. 120 -122 Present Stage: • Used to introduce new or target language. • Teacher can use: PPT songs flash cards drills picture cards games videos direct questions Present

2. PPP Format and it’s Reasoning pp. 120 -122 Present Stage: • Teacher centered vs. student centered • Don’t linger for comprehension • Goal is to present comprehensible input not gain comprehension. Present

2. PPP Format and it’s Reasoning pp. 120 -122 Practice Stage: • Gives controlled practice through controlled activities • Teacher can use: question and answer pre-written role plays choral response jigsaw activities read and repeat games worksheets direct questions Practice

2. PPP Format and it’s Reasoning pp. 120 -122 Practice Stage: • Goal is to give students boundaries to safely use the language • Clearly defined correct and incorrect answers • Give clear feedback • Time to assess Practice

2. PPP Format and it’s Reasoning pp. 120 -122 Production Stage: • To freely as possible interact and explore the language • Teacher can use: group & pair work gathering information creating dialogue interviews creating role plays games creating stories presentations Produce

2. PPP Format and it’s Reasoning pp. 120 -122 Production Stage: • Goal is to produce language, not necessarily on correctness • Can be somewhat hectic • Use classroom strategies for management • • • Classroom Management Curriculum Development and Design Assessment & Assignment Content-based English Instruction Task-based Learning Produce

p. 123 Lesson Information 3. Lesson Plan Elements Objectives Procedures Assessment Anticipated Problems and Solutions

p. 123 Table 1. 4 Lesson Information 3. Lesson Plan Elements

p. 124 3. Lesson Plan Elements Objectives Keep the lesson on track Give learners concrete goals to work towards Fair assessment Gauge students progress Working towards expectations

p. 124 3. Lesson Plan Elements Objectives When writing clear objectives they need to: have a measurable and observable outcome be concise in structure and length follow a consistent format be able to be read by an outside observer

Pg. 125 Table 1. 5 3. Lesson Plan Elements Objectives Avoid using ambiguous or passive verbs and phrases that are not measurable or observable.

p. 124 3. Lesson Plan Elements Objectives “Students will be able to…” Examples of well-written objectives: Students will be able to identify the primary colors. Students will be able to locate proper nouns from a list of nouns. Students will be able to predict what comes next in the presented. Students will be able to collect like shaped objects from a basket. story

Pg. 126 Table 1. 6 3. Lesson Plan Elements • concise, repetitive in form • visually easy to understand Presentation Practice Production Assessment Anticipated Problems and Solution Procedures

p. 126 3. Lesson Plan Elements Assessment • Gives the ability to measure and understand objectives • Embedded in strategies and teaching (interim, formative, and summative) • Individual and group/class level Why aren’t they understanding this?

p. 127 3. Lesson Plan Elements Anticipated Problems and Solutions • Frequently neglected • Increases awareness and experience • Where teachers practice critical thinking/ engagement skills

4. Lesson Planning Activity Objective: Create a lesson plan and then assess another group’s lesson plan. Instructions: 1. Your group will be given a worksheet packet and lesson material. 2. In your group, plan a lesson based on the material given to your group. 3. Use the information we discussed today and your lecture materials. 4. You will have 25 minutes to plan. After you're finished I will collect your plans. 5. Wait for more instructions.

4. Lesson Planning Activity Objective: Create a lesson plan and then assess another group’s lesson plan. Instructions: 1. I will give your group another group’s lesson plan. 2. Use the “Lesson Planning Peer Assessment” form on page 1. 3. You can write any additional comments on that page or the lesson plan. 4. Please be constructive with your comments and assessment. 5. You have 10 minutes to assess.

Feedback and Questions http: //www. waygook. org/ http: //www. eflclassroom. com My email address: moonasard@gmail. com