Another one will practise evaluating internet sources, justifying their choice of electronic citations, etc. This is through using questions and documenting the process they use to come up with a final research question. A group of students will practise research questioning strategies. Still, they work on the same concepts and ideas.įor instance, to develop their research skills, you can assign a range of tasks for students to do in groups. Those who require more thinking time and prefer to work individually could prepare their answers to comprehension questions, etc.Ģ) A variety of tasks: Students work on different tasks. Students who performed well on a previous drama activity may turn this text into a role play. So, on the basis of what you know about your students, you can offer variety within tasks or a variety of tasks.ġ) Variety within tasks: Students work on the same task, but they respond in different ways, depending on their needs and interests.įor instance, in a reading comprehension task, you assign the same text for students to read in the class (the same input). So, it’s not always using the whiteboard, the textbook, teacher’s handouts, asking the same questions and interacting with the same students.īut, you need to call upon other ways to provide your input (through group discussion, role-playing sessions,problem-solving, reciprocal teaching, etc.)Īlso, you should plan for differentiated lessons. It also entails varying the way you provide your instruction. Yet, flexibility doesn’t only mean varying activities and tasks.
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This is by providing a variety of activities and tasks in a lesson and a series of lessons, thereby helping students interact and process content differently. Therefore, an effective lesson plan should allow for more flexibility. To meet students’ needs and interests and help them learn, teachers’ flexibility is required.
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This is because you’ve already planned how to correct them and provide practice to help them use accurate knowledge. When your lesson plan intends to build upon students’ prior knowledge, you’ll know how to cover their misconceptions that are actively interfering with their ability to learn the new material.
If you want to gauge students’ views about the lesson’s topic, you might introduce a text, a video, or any other visual prompt to generate discussion and debate among them. You can do a quiz or address a set of questions to tap such preexisting knowledge. You might decide to start with a revision of previous content because it’s relative to the learning requirements of your lesson. Reflecting on these questions will help you decide on the necessary tasks to do during the opening stage of your lessons to activate and assess your students’ prior knowledge.
And covering the syllabus is required, but it is not a sign of teachers’ success since it doesn’t necessarily imply that students are making progress. And we try our best to cover the syllabus and reach the necessary progress in delivering our lessons.īecause we are restrained by time, assessment and benchmarking.Ĭontent does matter to our students’ success. When planning for lessons, most of us focus tremendous effort on the content we will teach.
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