TESOL
Module 3
Lesson Planning
Mohamed Khalil
Module 3
Lesson
Planning
What is
Lesson
Plannin
g
A lesson plan is the
instructor’s road map of
what students need to learn
and how it will be done
effectively during the class
time.
A lesson plan is simply a
step-by-step guide to what
an EFL teacher plans to do
in the classroom on a given
day. The more detailed the
steps are, the better.
Then, you can design
appropriate learning
activities and develop
strategies to obtain
feedback on student
learning.
Having a carefully constructed
lesson plan for each lesson
allows you to enter the
classroom with more
confidence and maximizes your
chance of having a meaningful
learning experience with your
students.
A successful lesson plan addresses and integrates three key components:
Learning Learning
Objectives activities Assessment
A lesson plan provides us
with a general outline of
our teaching goals,
learning objectives, and
means to accomplish them,
and is by no means
exhaustive.
A productive lesson
is not one in which
everything goes
exactly as planned,
but one in which both
students and instructor learn
from each other.
BEFORE
CLASS
Identify
the learning
objectives
A learning objective
describes what the
learner will know or
be able to do after
the learning
experience rather
than what the learner will be
exposed to during the
instruction (i.e. topics).
The characteristics of clear learning
objectives:
Clearly stated
Free tasks:
from jargon and complex
vocabulary; describe specific
and achievable tasks (such as
‘describe’, ‘analyse’ or
‘evaluate’) NOT vague tasks
(like ‘appreciate’,
‘understand’ or ‘explore’).
Important learning goals
Describe the essential
(rather than trivial)
learning in the course
which a student must
achieve.
Achievable
Can be achieved within the
given period, and sufficient
resources are available.
Demonstrable and measurable
Can be demonstrated in a
tangible way; are assessable;
achievement and quality of
achievement can be observed.
Linked to course and program
objectives
Consider the broader goals -
i.e. course, program and
institutional goals.
The Bloom’s “Revised
Taxonomy” of
Educational Objectives
is a useful resource for
crafting learning
objectives that are
demonstrable and
measurable.
Bloom’s
Bloom’s Taxonomy Taxonomy of
Learning
Bloom’s
Taxonomy of
Learning
Thinking Level (from lower-
order to higher-order) Description Action Verbs
Recognising or define, describe, identify,
label, list, match, name,
(1) recalling knowledge, outline, recall, recognise,
Remember facts or concepts. reproduce, select, state,
locate
Thinking Level (from lower-
order to higher-order) Description Action Verbs
Constructing meaning illustrate, defend,
compare, distinguish,
(2) from instructional estimate, explain,
Understand messages. classify, generalise,
interpret, paraphrase,
predict, rewrite,
summarise, translate
Thinking Level (from lower-
order to higher-order) Description Action Verbs
Using ideas and implement, organise,
dramatise, solve,
(3) concepts to solve construct, demonstrate,
Apply problems. discover, manipulate,
modify, operate, predict,
prepare, produce, relate,
show, solve, choose
Thinking Level (from lower-
order to higher-order) Description Action Verbs
Breaking something analyse, break down,
compare, select, contrast,
(4) down into components, deconstruct, discriminate,
Analyse seeing relationships and distinguish, identify,
an overall structure. outline
Thinking Level (from lower-
order to higher-order) Description Action Verbs
Making judgments rank, assess, monitor,
check, test, judge
(5) based on criteria and
Evaluate standards.
Thinking Level (from lower-
order to higher-order) Description Action Verbs
Reorganise diverse generate, plan, compose,
develop, create, invent,
(6) elements to form a new organise, construct,
Create pattern or structure. produce, compile, design,
devise
Plan the specific
learning
activities
When planning learning
activities you should consider
the types of activities
students will need to engage
in, in order to develop the
skills and knowledge required
to demonstrate effective
learning in the course.
Learning activities
should:
- be directly related to
the learning
objectives of the
course.
Learning activities should:
- provide experiences that
will enable students to
engage in, practice, and
gain feedback on specific
progress towards those
objectives.
As you plan your learning
activities:
- Estimate how much time
you will spend on each.
As you plan your learning
activities:
- Build in time for
extended explanation
or discussion.
As you plan your learning
activities:
- but also be prepared to
move on quickly to
different applications or
problems, and to identify
strategies that check for
understanding.
Some questions to think about as you
design the learning activities you will use
are:
What will I do to explain the topic?
Some questions to think about as you
design the learning activities you will use
are:
What will I do to illustrate the topic in a different way?
Some questions to think about as you
design the learning activities you will use
are:
How can I engage students in the topic?
Some questions to think about as you
design the learning activities you will use
are:
What are some relevant real-life examples, analogies, or situations
that can help students understand the topic?
Some questions to think about as you
design the learning activities you will use
are:
What will students need to do to help them understand the topic
better?
Examples of
some learning
activities
5 Reflecting
Problem Solving &
4
Critical Thinking
Types of Activities
3 Interaction with Others
Interaction with Digital
2
Content
1 Interaction with Content
Activity Type Learning Description
Activity
Interaction with Content
Activity Type Learning Description
Activity
Interaction with Digital
Content
Activity Type Learning Description
Activity
Interaction with Others
Activity Type Learning Description
Activity
Problem Solving & Critical
Thinking
Activity Type Learning Description
Activity
Reflecting
Each learning activity must be:
(1) aligned to the lesson’s learning
objectives,
Each learning activity
must be:
(2) meaningfully engage
students in active,
constructive, authentic, and
collaborative ways.
https://theowlteacher.com/50-practices-that-engage-students/
Each learning activity must be:
(3) useful where the student is able to
take what they have learnt from
engaging with the activity and use it
in another context, or for another
purpose.
Plan to assess
student
understanding
Assessments (e.g., tests, papers,
problem sets, performances)
provide opportunities for students
to demonstrate and practice the
knowledge and skills articulated
in the learning objectives, and for
instructors to offer targeted
feedback that can guide further
learning.
Planning for assessment
allows you to find out
whether your students are
learning. It involves
making decisions about:
The number and type of
assessment tasks that will best
enable students to demonstrate
learning objectives for the lesson
- Examples of different assessments
- Formative and/or summative
the criteria and standards
that will be used to make
assessment judgements
- Rubrics
student roles in the assessment
process:
Self-assessment
Peer assessment
The weighting of individual
assessment tasks and the method
by which individual task
judgements will be combined
into a final grade for the course
- information about how various tasks are to be
weighted and combined into an overall grade
must be provided to students
The weighting of individual
assessment tasks and the method by
which individual task judgements will
be combined into a final grade for the
course:
- information about how various tasks are to be weighted
and combined into an overall grade
must be provided to students
The provision of
feedback
giving feedback to students on
how to improve their learning, as
well as giving feedback to
instructors how to refine their
teaching
To learn more about designing assessment,
https://cte.smu.edu.sg/approach-teaching/inte
grated-design/assessment
Thank
You
