Contents

1. Дизайн урока и планирование с нуля / Lesson Design and Planning from scratch
2. ПРЕДИСЛОВИЕ
3. Почему появилась эта книга
4. Acknowledgments
5. 1. Writing Instructional Objectives
   1. Are you fed up with using the same old methods to introduce your lesson topic?
6. Topics to Get Your Students Talking — And Topics to Avoid
   1. You might not believe how many things there are to say about food, but you’ll be surprised. You can discuss their favorite and least favorite food (for lower-level classes), what they have and haven’t tried, the strangest thing they’ve tried, and what they can cook
   2. Bringing out your phone from back home might be enough to spark a conversation about phones, apps, games etc, perhaps comparing features in your phones or other pieces of technology
   3. If your students are slow to start talking, inspire them with some of your own photos
7. Topics to Avoid
   1. Their Opinions
   2. Too Much About Your Country
   3. Many of your students will ask you questions that seem pretty rude — «How old are you?» «Do you have a boyfriend?» or even «How much do you weigh?»
   4. It’s probably quite obvious, but discussing salaries and how much things cost can seem a little crude, and make some students feel uncomfortable
8. Select Appropriate Materials for your Learners
9. Lesson Improvement Tips
   1. 1) Think Outside (No Box Required)
   2. 2) Start at the Test (And Work Your Way Back)
   3. 3) Keep the Bigger Picture in Mind
   4. 4) Stay Flexible
   5. 5) What Would You Do?
10. Start your projects. Practice Lab 1
    1. Reading
    2. Listening
    3. What I learned…
    4. Your course
    5. STEM
    6. List the title
    7. Common Questions
    8. Lesson Plan. Reading/Writing Lesson
    9. Lesson Plan. Listening/ Speaking Lesson
    10. My Topic: Exploring Social Issues
    11. Teacher`s `book «Business Result Advanced — OUP — Oxford University Press (10)»
    12. Lesson Plan. STEM Lesson
    13. My Sample 1
    14. Dreaming. Developing Myself
    15. My Sample 2
    16. Knowledge
    17. APPLICATION listen for specific information EVALUATION
    18. My Sample 3. Course, Teacher`s Book. But
    19. My Sample 4. STEM Lesson __ Addressing
    20. Bloom’s Taxonomy Action Verbs
11. 2. Warm-Up Activities
    1. Without Technology
    2. Warm-up activities using technology
12. Practice Lab 2. Create your warm-ups
    1. Steps
    2. What Makes a Good
    3. My Sample 1 Warm-Ups without Technology
    4. Then think what technology would be most appropriate
    5. My Sample 2 Warm-Ups without Technology
    6. Then think what technology would be most appropriate.
    7. My Sample 3. Warm-Ups without Technology
    8. Then think what technology would be most appropriate
    9. My Sample 4 Warm-Ups without Technology
    10. Then think what technology would be most appropriate
13. 3 Objective Discussion
    1. OBJECTIVE DISCUSSION. WAYS TO INTRODUCE YOUR LESSON TOPIC Using an anecdote
    2. Cuisenaire Rods model
    3. The Musical «Guess the topic»
    4. Family fortunes
    5. Picture parts
    6. Complete the sentence
    7. What are they saying?
    8. Classic «Find someone who…» mingle
    9. Slow reveal…
    10. Realia
    11. What happens next?
    12. Use authentic listening
    13. Make your own audio
    14. Boggle guess the word
    15. Matching quiz
    16. Complete the dialogue (similar to «what are they saying’!)
14. Practice Lab 3. Objective Discussion
    1. My Sample 1 Reading/Writing Lesson
    2. Without Technology
    3. I choose technology based on the themes and skills
    4. My Sample 2 Listening/ Speaking Lesson
    5. Without Technology
    6. Using an interactive simulator
    7. My Sample 3 Teacher`s `book “_Business Result Advanced — OUP — Oxford University Press___ (10) _____________»
    8. Without Technology
    9. Find Technology
    10. My Sample 4. STEM Lesson
    11. Without Technology
    12. Curriculum and Technology must be aligned. Add technology.
15. 4 Instruct and Model
    1. QAIT MODEL
    2. Quality of Instruction
    3. Instruction takes time
    4. Model
    5. Professional samples
16. Practice Lab 4. Check Yourself
17. 5. Visual Reading
    1. Activity: Artistic Response — Visual Art
    2. ShowMe
    3. Activity: Gallery Images
    4. Toontastic
    5. Activity: Guided Imagery
    6. Pearltrees
    7. Activity: Story Wheel
    8. TimeGlider
    9. Activity: Think Aloud
    10. Videolicious
    11. Use Technology to Build Vocabulary
    12. Vocabulary Games and Vocabulary
    13. Two popular free online dictionaries/thesauri
    14. Free online content, including articles and media about current events
18. Practice Lab 5
    1. The 80/20 rule
    2. Think outside the box
    3. Guided Practice
    4. Independent Practice
    5. Reading/Writing Lesson
    6. Instruct and Model
    7. Consider the following questions
    8. Create your poll questions
    9. Less Guided Practice
    10. DRAW A CARTOON
19. 6. Writing RAFT
    1. Why use RAFT?
    2. Flipping the Grammar and Writing Component of Your English Classroom
20. Practice Lab 6
    1. Instruct and Model
    2. Guided Practice
    3. Independent Practice
    4. Reading/Writing Lesson
    5. Independent Practice
    6. Activity 2. Writing
    7. Jigsaw Writing can be used
    8. Storyboard That’s online Storyboard Creator makes amazing visuals and graphic organizers for digital storytelling Public Forum Group
    9. Independent Practice
21. 7 Assessment
    1. WHY FORMATIVE ASSESSMENT MAKES BETTER TEACHERS
    2. Formative is another tool
    3. Live Quiz Games
    4. Nearpod
    5. Formative Assessment With Videos
    6. Seesaw, a teacher can listen to and give feedback
    7. For verbal questions
    8. For quick quizzes
    9. Rubric
    10. Team Rubrics
    11. Project Rubrics
    12. Blog Post Ideas for Students
    13. My Sample 1. Reading/Writing Lesson
    14. Feedback and self-improvement through commenting
    15. A Rubric for Evaluating Student Blogs
    16. Quality of Writing Written responses and Proofreading grammatical, spelling or punctuation criterion: errors
22. Practice Lab 7. Formative assessment
    1. Design just the right assessment
    2. — Way Summaries
    3. Ideas for quick projects
23. 8 Listening
    1. Steps in guided metacognitive sequence in a listening lesson from Goh and Yusnita (2006)
    2. The Web that helps enhance language learning
    3. My Sample 2. Listening/ Speaking Lesson
    4. Instruct and Model (Activity 1) Listening
    5. Guided Practice
    6. Monitoring by walking around
    7. Work in pairs: Discussion
    8. Independent Practice
24. Practice Lab 8. Listening Lesson
    1. The 3 Stages of a Listening Lessons are
    2. Choose Listening Materials
    3. Interest Factor
    4. Delivery
    5. Pre-Listening Activities
    6. While-Listening Activities
    7. Listen for main ideas
    8. Listen for details
    9. Making inferences
    10. Correct the errors
    11. Gapfill
    12. Definitions
    13. Multiple Choice
    14. Bingo
    15. Post-Listening Activities
    16. My example. Listening class. Fashion
    17. Rubric ASSIGNMENT &
    18. PRESENTATION
25. 9. Speaking
    1. Think-Pair-Share
    2. How to use think-pair-share
    3. Practical cases
    4. Prompts for conversational classes
    5. Practice Lab 9
    6. Listening/ Speaking Lesson. My Sample 2
    7. Instruct and Model
    8. CASE STUDY 1
    9. Performance
    10. Assessment
    11. Practice Lab 9
26. 10. SAMR
    1. Lesson: Writing a Short Paper
    2. Lesson: Understanding Shakespeare
    3. Lesson: Phys Ed — Learning To Hit a Baseball Well
    4. My Sample 3 — OUP — Oxford University Press (10)»
    5. Original Lesson
    6. SAMR
    7. Original Book
    8. SAMR
    9. SAMR
    10. Student`s book Original
    11. SAMR. Guided Practice
    12. SAMR. Independent Practice
    13. SPOT THE DIFFERENCE
    14. Activity 2 MY VARIANT. SAMR
27. Practice Lab 10
    1. SAMR
    2. Your SAMR
    3. Substitution, Augmentation, Modification, and Redefinition. keys
28. 11. STEM
    1. Ways to Take CREATIVE ACTION in Your Classroom
    2. The STEM Projects Toolkitwas produced by the British Science Association and written by Linda Scott
    3. STEM Lesson Addressing Social Issues through Art My Sample 4
    4. STUDENT ARTWORK
    5. How do Project Grants work?
    6. DEFINITIONS
    7. Steps
    8. Activity 1. Art as Social Research / Listening / Self-care The Arts For Social Change
    9. Consider these questions
    10. Independent Practice Writing prompt
    11. Project Grants
    12. How do Project Grants work?
    13. Project Grant. Plan your project budget
    14. Assessment
    15. Social Practice Studio
29. Toolbox
    1. My Example. “_Business Result Advanced —
    2. My Sample 3 WORKING WITH WORDS
    3. Definitions Word Search Puzzle
    4. Definitions Matching
    5. Definitions Quiz
    6. Games For Online Practice
    7. Colours — Interactive Vocabulary Games
    8. Numbers — Interactive Vocabulary Games
    9. Communicative Grammar with Tech
    10. Digital tools to plan, share, and curate learning
    11. Videolicious
    12. VoiceThread
    13. Xtranormal
30. Run your personal brand!
31. Sample 1.Reading/Writing Lesson
    1. Lesson Objectives
    2. Business/Materials
    3. Warm-up
    4. Objective Discussion
    5. Instruct and Model
    6. Work in groups of three
    7. Independent Practice
    8. Assessment
    9. Feedback and self-improvement through commenting
32. My Sample 2. Listening/ Speaking Lesson
    1. Lesson Objectives
    2. Business/Materials
    3. Warm-Up
    4. Objective Discussion
    5. Guided Practice
    6. Activity 2. Speaking
    7. Assessment
33. Yana Marull
34. My Sample 3.Teacher`s Book SAMR
    1. Lesson Objectives
    2. Business/Materials
    3. Warm-up
    4. Objective Discussion
    5. Activity 1
    6. 4 — Instruct and Model
    7. Activity 2
    8. DISCUSSION POINTS
    9. Assessment
    10. BookTrack Classroom
35. Sample 4.STEM Project. Addressing Social Issues through Art
    1. Lesson Objectives
    2. Business/Materials
    3. Warm-up
    4. Objective Discussion
    5. Instruct and Model
    6. Explore the outstanding works Enrico Castellani
    7. Activity 2.Project Grants
    8. Project Grant. Plan your project budget
    9. Assessment
    10. ART. SPACES
36. Weekly Lesson Plan. Example
37. Course Outline. Example
    1. Teacher Helpers. Online Course
    2. Course Outline
38. Example.Language Coaching
39. Table 2. Color Semantics
40. ABOUT THE AUTHOR

ПРЕДИСЛОВИЕ

Данная книга «Lesson Design and Planning from scratch.: A self-study reference and practice book. (Teacher Helper) Paperback»

представлена Amazon в 8 странах мира.

Автор — бывший ментор Coursera. Курс «Lesson Design and Assessment / Планирование уроков и анализ» from Университет штата Аризона.

Copyright © 2020 Marina Hrabar

All rights reserved.

Так что теперь у российских преподавателей есть отличный шанс

познакомиться с тем, что является основой того, чтобы быть

эффективным учителем стандартов 21 века.

Это творческий процесс, который позволяет нам синтезировать

наше понимание владения языком и преподавание языка с нашими знаниями наших учеников, учебной программой и контекстом обучения.

Как начать? Как включить технологии в ваш план урока? И включение технологий в учебники. Вы находитесь в нужном месте.

Практика, примеры и поддержка. Все ресурсы проекта.

Справочник для самостоятельного изучения и практическая книга. С ответами и практическими занятиями.

Lesson plans allow professors to create learning objectives, organize and deliver course content, and plan and prepare to learn activities and materials. What does it mean to be a professional teacher? The general definition of «professional’ is «one who is paid.» That distinction is more often used in the arts — a professional vocalist is paid, while an amateur is not. Be a professional teacher, share your hobby, make money. I know that you want to share your knowledge and impact the lives of people.

How to start? How to incorporate technology into your lesson plan?

And incorporating technology into textbooks. You are in the right place.

Practice, examples, and support.

All of the project resources.

A self-study reference and practice book.

With answers and Practice Labs.

Почему появилась эта книга

По этому поводу вспомнился старый одесский анекдот:

— Фима, как ты можешь быть тренером по плаванию, когда сам в жизни не умел плавать?

— Изя, я не умею плавать, я ПОНИМАЮ плавать…

Но тренер должен быть выдающимся спортсменом, и он должен знать как делать что-то из того чему он учит, плюс хорошо уметь донести до ученика, научить его — это уже риторика и педагогика. То есть он должен знать и уметь пользоваться этими знаниями.

Но есть такие люди, которые живут не своей жизнью, а чужой. Потому что своей жизнью они жить не умеют. Они все время интересуются: а как там Маша, а что Вася, а как у них там между собой? Эти люди готовы часами перемывать косточки знакомым и малознакомым людям с другими малознакомыми или хорошо знакомыми людьми, поучают других. При этом не задумываясь о собственном образовании, развитии. Бред 21 века. Модели учения, которые были адекватны сто лет назад.

Но чтобы начать думать, нужно для начала посмотреть, что происходит за окном. Человек рождается в одном мире, а уходит из жизни в совершенно другом. В течение жизни людям несколько раз приходится менять свою профессию, все время учиться чему-то новому. Например, как преподаватель английского с Шекспиром и грамматикой может обучать физиков-ядерщиков английскому? Язык — это информация и знания. Шекспир не объяснял устройство реакторов и основы физики. А Present Continious — это не теория ядерных реакторов. Это — отсутствие знаний в области преподаваемого предмета. Последствия такого обучения представить можно в реальных условиях англоязычной команды (если выживут).

И что же с подобными делать?

Учитель использует те инструменты, с помощью которых его самого учили в школе, те, которым его научили в педагогическом вузе — это если вообще научили.

Нелегко объяснить, что та педагогика была адекватна и людям, и целям, и миру, который был 50 лет назад. И что так сегодня учить человека, чтобы он был успешен через 20 лет — не получится. Поэтому и появилась эта книга.

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

* Images. By complying with the terms of the Creative Commons License chosen by the copyright holder you can safely use the image. Images licensed under Creative Commons are easily located. Google offers a tool to Find Creative Commons Images in Google Images

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 the learners, but it also involves the teacher’s influence in designing a lesson.

Are you fed up with using the same old methods to introduce your lesson topic?

Do you ever have trouble writing learning objectives for your lessons? Often we know what we want our students to learn, but more importantly, we need to decide what we want our students to be able to do after a particular lesson or class.

The ABCD method of writing objectives is an excellent way to structure instructional objectives. In this method, «A» is for the audience, «B» is for behavior, «C» for conditions, and «D» is for the degree of mastery needed.

Example: -«Given a sentence written in the past or present tense, the student will be able to re-write the sentence in future tense with no errors in tense or tense contradiction (i.e., I will see her yesterday.).» The key here is to use verbs that indicate a clearly observable and measurable action. Appropriate action verbs for the cognitive, affective, and psychomotor domains are listed below.

Bloom’s Taxonomy of the Cognitive Domain Bloom’s taxonomy of cognitive learning, originated by Benjamin Bloom and collaborators in the 1950s, describes several categories of cognitive learning.

This taxonomy was revised in 2001 by Anderson and Krathwohl to change the category names from nouns to verbs, and to switch the Evaluation and Synthesis levels in the hierarchy.

Many people also call the analysis, synthesis/create, and evaluation categories «problem-solving.»

ACTION VERBS APPROPRIATE FOR EACH LEVEL OF

BLOOM’S/ANDERSON & KRATHWOHL’S TAXONOMY (Cognitive

Domain)

Remember: Define Identify List Name Recall Recognize Record Relate Repeat Underline

Understand: Choose Cite examples of Demonstrate use of Describe Determine

Differentiate between Discriminate Discuss Explain Express Give in own words Identify

Interpret Locate Pick Report Restate Review Recognize Select Tell Translate Respond

Practice Simulates

Apply: Apply Demonstrate Dramatize Employ Generalize Illustrate

Interpret Operate Operationalize Practice Relate Schedule Shop Use Utilize Initiate

Analyze: Analyze Appraise Calculate Categorize Compare Conclude Contrast Correlate Criticize

Deduce Debate Detect Determine Develop Diagram Differentiate Distinguish Draw

conclusions Estimate Evaluate Examine Experiment Identify Infer Inspect Inventory Predict

Question Relate Solve Test Diagnose

Evaluate: Appraise Assess Choose Compare Critique Estimate Evaluate Judge Measure Rate Revise Score Select Validate Value

— Lesson Design and Planning from scratch

— Create: Arrange Assemble Collect Compose Construct Create Design Develop Formulate Manage Modify Organize Plan Prepare Produce Propose Predict Reconstruct Set-up Synthesize Systematize Devise

Krathwohl and Bloom’s Taxonomy of the Affective Domain Krathwohl and Bloom’s 1964 taxonomy of the affective domain describes several categories of affective learning.

AFFECTIVE TAXONOMY Level Definition

Example

Receiving Being aware of or attending to something in the environment. Individual reads a book passage about civil rights. Responding Showing some new behaviors as a result of experience. Individual answers questions about the book, read another book by the same author, another book about civil rights, etc. Valuing Showing some definite involvement or commitment. The individual demonstrates this by voluntarily attending a lecture on civil rights. Organization Integrating a new value into one’s general set of values, giving it some ranking among one’s general priorities. The individual arranges a civil rights rally.

Characterization by Value Acting consistently with the new value. The individual is firmly committed to the value, perhaps becoming a civil rights leader

ACTION VERBS APPROPRIATE FOR EACH LEVEL OF KRATHWOHL & BLOOM’S TAXONOMY (Affective Domain)

Receiving Accept Attend Develop Recognize Responding Complete Comply Cooperate Discuss Examine Obey Respond Valuing Accept Defend Devote Pursue Seek Organization Codify Discriminate Display Order Organize Systematize Weigh Characterization by Value Internalize Verify

Psychomotor Domain The following is a synthesis of the taxonomies of Simpson (1972), Dave (1970), and Harrow (1972).

ACTION VERBS APPROPRIATE FOR THE PSYCHOMOTOR TAXONOMY Bend Calibrates Constructs Differentiate (by touch) Dismantles Displays Fastens Fixes Grasp Grinds Handle Heats Manipulates Measures Mends Mixes Operate Organizes Perform (skillfully) Reach Relax Shorten Sketches Stretch Write

— PSYCHOMOTOR TAXONOMY Level Definition Example Observing Active mental attending of a physical event.

— The learner watches a more experienced person. Other mental activity, such as reading may be a pert of the observation process.

— Imitating Attempted copying of a physical behavior. The first steps in learning a skill. The learner is observed and given direction and feedback on performance.

— Movement is not automatic or smooth.

— Practicing Trying a specific physical activity over and over. The skill is repeated over and over. The entire sequence is performed repeatedly.

— Movement is moving towards becoming automatic and smooth.

— Adapting Fine-tuning.

— Making minor adjustments in physical activity in order to perfect it. The skill is perfected.

Topics to Get Your Students Talking — And Topics to Avoid

You might not believe how many things there are to say about food, but you’ll be surprised. You can discuss their favorite and least favorite food (for lower-level classes), what they have and haven’t tried, the strangest thing they’ve tried, and what they can cook

1 — Food

2 — Hobbies

Openly asking what your students do in their free time and what they’re interested in will give you cues about what to discuss — some might be really interested in history, while others like designing cute lunch boxes. Even if their hobby isn’t that interesting to you, ask a lot of questions about it and use it to lead into other topics.

Bringing out your phone from back home might be enough to spark a conversation about phones, apps, games etc, perhaps comparing features in your phones or other pieces of technology

3 — Entertainment

Ask students what music, sports, TV shows or films they like — this can work with everyone, from small children to older adults. Getting them to explain the storyline of a movie can be a fun challenge for more advanced students.

If your students are slow to start talking, inspire them with some of your own photos

4 — Travel

Challenge their English by getting them to describe what they see in the pictures, and let them guess where it is. Some students will warm up by asking you questions about your travels, and in turn, you can ask about where they have traveled to, or where they’d like to go. Some students learning English are very passionate about traveling and can regale you with their stories.

Topics to Avoid

Their Opinions

Although you will find students who want to discuss their opinions — many find the
Western openness to debate refreshing and seek it out — nothing will bring uncomfortable silence like pushing a student for their opinion (especially in a group).

5 — Their Opinions

Too Much About Your Country

Although you will find students who want to discuss their opinions — many find the Western openness to debate refreshing and seek it out — nothing will bring uncomfortable silence like pushing a student for their opinion (especially in a group).

6 — Too Much About Your Country

Meaning anything that compares your learners` home country to your country and seems like you are extolling the superiority of your own country, e.g. «Well, in… people aren’t afraid to express their opinions…» Some students will be very interested in your country and will ask you questions about it; by all means, talk about it then, but remember that people can get pretty defensive if you suggest that your country is somehow better than their in any way!

Many of your students will ask you questions that seem pretty rude — «How old are you?» «Do you have a boyfriend?» or even «How much do you weigh?»

7 — Their Personal Lives

However, if you try to delve too much into your students’ personal lives, they might close up and feel uncomfortable. This completely depends on the students — some told me all about their marital problems, while others didn’t want to discuss a thing. Don’t push it, but if it comes up naturally, that’s fine!

It’s probably quite obvious, but discussing salaries and how much things cost can seem a little crude, and make some students feel uncomfortable

8 — Money

If your students happen to be economists of some kind, it’s different — you can happily chat about banking and economics for hours.

Of course, every student will have different topics that they like and dislike, but the general rule for starting out is — keep it trivial and light!

Your lessons should be light-hearted and fun, not heavy and serious. As you get to know your students, you’ll get a better idea of how to get them to talk!