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Lesson Planning & Reflection Guide

The document discusses lesson planning for teachers. It explains that having prepared lesson plans is important so teachers can change plans if a lesson is not going well. A lesson plan should include the title, length, outcomes, what the teacher and students will do. It also discusses reflecting on lessons to improve, such as whether the teacher prepared adequately, if activities engaged students, and identifying reasons a lesson did or did not go well. The document provides references for further research on teaching English to young learners.

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mhaego29
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67 views4 pages

Lesson Planning & Reflection Guide

The document discusses lesson planning for teachers. It explains that having prepared lesson plans is important so teachers can change plans if a lesson is not going well. A lesson plan should include the title, length, outcomes, what the teacher and students will do. It also discusses reflecting on lessons to improve, such as whether the teacher prepared adequately, if activities engaged students, and identifying reasons a lesson did or did not go well. The document provides references for further research on teaching English to young learners.

Uploaded by

mhaego29
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Chapter 5: Self-reflective exercise

Lesson Planning
The most important tool in a teacher’s arsenal is preparation and with that comes the lesson plan. It is
in your best interest to have all your lesson plans prepared or at the very least a few week’s worth
prior to commencing a course. In the event that your lesson is not going according to plan and the
students are not responding enthusiastically, you can look at another lesson plan and change tactics.

In the 120- hour course, you will cover lesson planning.


In general, a lesson plan covers:
The title or topic of the session
The length of the session
The outcome of the session
What the teacher does
What the student does
Course / Level (Grade): Group: Sequence: # Teacher:
Lesson Title:
Student Motivator:
Lesson Materials (Book, other):
Other Constraints (weather, etc):
Aims – Language Skills, Systems, Specific Target Language:
Aims – Other Targets (content, teaching):
Assumptions (previous materials/knowledge):
Anticipated Problems:
Assessable Outcomes:
Time Stage (ESA, Teacher Does Students Do Assessment
etc.)
Reflection of the session
Part of being an effective teacher is to reflect on your performance and make necessary changes
for the next time you have a class.
Reflection could cover:
o Did you prepare well enough?
o Did you have the right props, tools or resources?
o Are you relying too heavily on rote-based activities?
o Is the sequence of your lesson out of order?
o Did the child/ children actively participate?
o If not, what do you think the reasons were?
 Your lesson
 The child’s individual personality and needs.
 The environment
 Constraints imposed on you by outside influences
 Parent interference
 Lack of support from your employer
 Cultural clashes

Reflective practices are part of life- long learning. Teachers and trainers must adapt to new
approaches in education or you will be left behind and so many children may miss having the
wonderful experience of having you as their teacher.

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Relevant research papers for your reference

Teaching English to Young Learners: Through the Eyes of EFL Teacher Trainers. Ebru Atak Damar,
Esim Gursoy. http://dergipark.ulakbim.gov.tr/eltrj/article/view/1063000068/1063000092

Innovations in Equipping EYL Teachers for Future Challenges


http://journals.aiac.org.au/index.php/alls/article/view/59

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