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Micro Teaching

The document discusses planning lessons and includes a lesson plan format with sections for describing students, aims and objectives, procedures, anticipated problems, and materials. It also discusses evaluating lessons, testing students at different stages, designing good tests, and the process of designing tests to align with objectives and provide scoring or feedback. The overall document provides guidance on effectively planning, conducting, and assessing lessons and student learning.

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Marni Hulu
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122 views18 pages

Micro Teaching

The document discusses planning lessons and includes a lesson plan format with sections for describing students, aims and objectives, procedures, anticipated problems, and materials. It also discusses evaluating lessons, testing students at different stages, designing good tests, and the process of designing tests to align with objectives and provide scoring or feedback. The overall document provides guidance on effectively planning, conducting, and assessing lessons and student learning.

Uploaded by

Marni Hulu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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PLANNING LESSON

Fourth Group :
Ebeni Taufik Daili
Marni Hulu
Nodila Zega
Sion Megasari Gulo
Puput Sisanti Nazara
Yanti Fitrayani Hulu
Yusna Kristiani Telaumbanua
Lesson Shapes

Variety
Coherence coupled with the relentlessness of
Coherence means that students can such a procedure, would militate
see a logical pattern to the lesson. against the possibility of real
Even if there are three separate student engagement. However
activities, for example, there has to present it might be at the
be some connection between them beginning of the session, it would
- or at the very least a perceptible be unlikely to be sustained. There
reason for changing direction. has to be some variety in a lesson
period.
Planning Questions

Making basic questions aimed at


deciding what activities will be
taken so as to imagine what will
happen in class, for selected
lessons based on this imagined
experience.
There are seven basic questions to make a plan
of activities to teach the material

1. Who exactly are the students for this activity?


2. .What do we want to do and why?
3. How long will it take/
4. How does it work?
5. What will be needed?
6. What might go wrong?
7. How will it fit in with what comes before and
after it?
Plan Formats

Aims are what teachers (and learners)


want to achieve in a lesson or a course.
Activity in a class is planned in order to
achieve these aims.
There are several elements contained in the
planning format
Description of the students

Aims and objectives

Procedures

Anticipated problems

Extra activities/material (just in case)


Material to be used in the lesson
Planning a sequence of lessons

• We have stressed the need for variety in classroom activities and teacher behaviour as an antidote to student (and
teacher) boredom. That when teachers plan a lesson, they build in changes in pace and a variety of different activities.
The same principles also apply to a sequence of lessons stretching, students will want to see a coherent pattern of
progress and topic-linking so that there is a transparent connection between lessons, and so that they can perceive
some overall aims and objectives to their program of study. Most find this preferable to a series of‘one-off’ lessons.

two dangers may prejudice the success of a sequence of lessons. The first is predictability; if students
know exactly what to expect, they are likely to be less motivated than if their curiosity is aroused. The second is
sameness; students may feel less enthusiastic about today’s lesson if it starts with exactly the same kind of activity as
yesterday’s lesson.
After the lesson (and
before the next)

that teachers could work out how to judge if a lesson (or part of a lesson) had been a
success. Evaluation of how well things have gone (for both teacher and students) is
vital if our lessons are to develop in response to our students’ progress. we need to
plan future lessons on the basis of what happened in previous classes.

One kind of data which will help us evaluate lessons and activities is feedback from
students

peer observation is most successful when both teachers discuss the content and
practice of the lesson both before and after the observation. It is important that the
colleague who comes into our classroom does so in order to offer constructive
advice rather than to concentrate on our apparent failings.
TESTING

Reasons for testing


students

At various stages during their learning, students


may need or want to be tested on their
ability in the English language. If they arrive at a
school and need to be put in a class at an
appropriate level, they may do a placement test.
The purpose of the test is to find out not only what
students know, but also
what they don’t know.
Continued...

At various stages during a term or semester, we may give


students progress tests. These have the function of seeing
how students are getting on with the lessons, and at the end
of a term, we may want to do a final achievement test (exit
text) to see how well students have learnt everything. These
proficiency tests are designed to show what level a student
has reached at any one time, and are used by employers and
universities, for example, who want a reliable measure of a
student’s language abilities.
Good tests

Good tests are those that do the job they are designed to do
and which convince the people taking and marking them
that they work. Good tests also have a positive rather than a
negative effect on both students and teachers.
A good tests is valid and should have marking reliability.
When designing tests, one of the things we have to take into
account is the practicality of the test. Tests have a marked
washback/backwash effect, whether they are public exams
or institution-designed progress or achievement tests.
TEST
TYPES

1. Indirect test items

2. Direct test items


Indirect test items
measure a students
knowledge about a
subject
Direct test items ask
the student to
complete some sort
of authentic action
Marking tests

The marking of tests is reasonably simple if the markers only


have to tick boxes or individual words (though even here
human error can often creep in). Things are a lot more
complex, however, when we have to evaluate a more
integrative piece of work.
The other way of making the marking more objective is to use marking
scales for a range of different items. If we are marking a student’s oral
presentation, we might use the following scales:

0 1 2 3 4 5

Grammar

Vocabulary

Pronunciation

Coherence

Fluency
Designing
test

Test Designoing is a proceess that describes “how” testing should


be done. When writing progress tests, it is important to try to
work out what we want to achieve, especially since the students’
results in a progress test will have an immediate effect on their
motivation.
You will draw on those foundations and tools to begin the process of
designing tests or revising existing tests. For text designing there are
several things that are attion :
1. what is the purpose of the test?
2. what are the objectives ofthe test? What specifically am I trying to
find out?
3. How will the test specifications reflect both the purpose and the
objectives?
4. How will the test tasks be selected and the separate items arranged?
5. What kind of scoring, grading, and/or feedback is expected?

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