Module 9: Lesson Planning Ideas

As a student teacher, I have little experience planning lessons. I have completed 10 weeks worth of prac, over 2 different blocks and planned lessons for classes I have taught, however I don’t feel this is much experience. From my experiences, I have been worried about not having enough content in the lesson, having TOO much content in the lesson, the content not being interesting to students, the lesson not having enough engaging activities in it, and the lesson being a bit dry, too academic, or lecture-like for students. I’m sure some of these concerns are common for most student teachers!

brainless-tales

What worries me about the process of lesson planning is that my technological and pedagogical knowledge is still lacking at this stage, and that my lessons will suffer because of it. However, I am lucky to be studying a KLA where we are able to create so many interactive and hands on experiences for students. I am also very hopeful that as I increase my pedagogical knowledge and technological knowledge, that I will be able to plan better lessons with practice.

Some great sites I’ve found that help with lesson ideas and methods to incorporate technology are:

 

Reference List:

Anderson, M. (n.d.). Educational Cartoon #7170 [Image]. Retrieved from: https://www.andertoons.com/education/cartoon/7170/kids-better-behaved-crossed-out-lesson-plans-wrote-evil-plot

Salmon, N. (2016). How to write CELTA lesson plans [Image]. Retrieved from: https://eltplanning.com/2016/07/10/how-to-write-celta-lesson-plans/

 

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3 thoughts on “Module 9: Lesson Planning Ideas

  1. Hi Lauren,
    I too was worried about not having enough in my lesson! So i was cramming in 3 or 4 activities then caught in only have 15 minutes left to finish the last activity. I noticed my students were getting bored and annoyed with jumping around so much, having to explain and understand so many new games or tasks. So my supervisor advised me to focus more on the quality of the students work, not on the quantity. She suggested that i planned all my lessons in advanced. This made my lessons 100% better! I was able to see ahead to what we needed to do, and instead of doing 3 rushed activities on the one topic in class (as i thought more activities is better) i focused on 1 activity for the lesson, providing better explanations and more help.

    Also, always have a back up plan! Don’t just plan one activity! Have something else prepared if the activity is either a complete disaster or students finish way earlier than you expect.

    Hope this helps in the future! 🙂

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    1. Hi Katrina
      Thanks for that. So far I’ve found that the number of activities in a lesson is dependant on how long the lessons are, some schools have 4 periods a day, some 6, others 7 or 8! Writing out lesson plans in advance with the scope and sequence plan will always help.
      I think a lot of it is about getting to know your students and being ready to work with them at there own pace, adjusting lessons plans on the go when needed. I’d much rather students learn more from doing 2 of 3 activities planned than rushing students through all the activities and learning less as a result.
      Lauren

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  2. Hi Lauren,

    I think its great that you feel comfortable enough to share your concerns about your practice in an open forum such as this. I really respect that. I completely agree with Lauren and Ltub insofar as you shouldnt really worry about trying to cram too much into the units you are planning, and perhaps adopt their approaches and focus on enabling the students to develop mastery of concept, vocabulary and explanation instead. (Briggs, 2016) After teaching the subject as a specialist for the past 18 months, I am beginning to focus more on reducing the execution of tech specific skills and looking to focus on 1-2 areas per term where they can concurrently develop conceptual knowledge as well. Changing this focus has really helped me to really hone in on assessing their development and therein differentiate student learning more readily in the manner that Simmons & Hawkins (2009) put forth. Your’e absolutely right regarding those concerns being commonplace amongst teachers too, and I have been guilty of making my lessons a bit too academic and lecture-like early on too. For instance, I was using onenote with my year 4, 5 and 6’s and just placing way too much content on them for them to get through. I eventually found that if I plan the progression well enough, the children are generally happy to extend themselves beyond what I have planned for anyway, particularly in areas such as coding and online publishing. Good luck

    Simmons, C., & Hawkins, C. (2009). Planning to teach an ICT lesson. Teaching ICT, 54-105.

    Briggs, J (2016) . Mastering Computing in a primary school: [Web Resource] https://www.naace.co.uk/curriculum/mastering-computing-in-a-primary-school/ Retrieved 1/2/2017

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