Korean Job Discussion Forums

[xCustomx]

I've got a demo lesson at my middle school in a couple of weeks and am trying to finalize everything this week with my CT. Here's what I had in mind:

Greeting

Introduction - short video, possibly school house rock video on prepositions

PowerPoint - I plan to record students before the class making sentences with prepositions of place. I will insert the video into the power point. Half of the slide will show the picture and the other half will be the video clip of the student describing where the item(s) is/are. I will then show the sentence on the slide and have the class repeat. I planned to make about 10 different slides with 10 different short clips of the students.

Worksheet - In pairs, students will fill in the blanks with various prepositions, or make sentences combining prepositions with present progressive (Ex: The girl is standing next to the clown)

Jeopardy Game - In groups of 4, students will play Jeopardy via Power Point. I will use pictures for square. Groups must try to make a complete sentence by describing the picture. Squares that have a hight point value will be more difficult (Ex: There are 3 girls standing next to the clown VS. A girl is next to a clown)


My CT doesn't seem too keen on this plan and thinks that the lesson plaes too much emphasis on us, the teachers. I don't agree with her. The only part that really places any emphasis on us is during the power point presentation when I explain the various prepositions.

Could some of you provide feedback and let me know how this lesson sounds? Thanks

[crazy_arcade]

I think a good lesson plan is more student centered/orientated. Rather than just lecturing/explaining I think you should elicit and interact.

[xCustomx]

[rhinocharge64]

No offence, but it sounds like all singing and all dancing with no real substance. Make it more student focused, and re-evaluate your learning objectives. In fact they should be the the first thing you write on the white board. Learning objectives (no more than two) and how, and what "we" are going to do to achieve them. When you have the students doing the work, and you are merely facilitating then that is the "bechmark" for a successful lesson. I can send you a lesson plan if you like so you your lesson will be clearly structured. Give it to the observer prior to the lesson, they will then have a clear idea of what you are trying to teach. Don't take offence, but I was trained in the U.K., and I'm more than happy to e-mail you the lesson plan. I've been teaching nearly 5 years, and I swear by them.

[mrsquirrel]

Follow the rules of KISS.

[bosintang]

I wouldn't get too overly concerned about this, but one big thing, include your co-teacher! Work together. Model dialogues together, make jokes, whatever. Co-teaching is the most important thing from GEPIK's perspective.

Everyone will give you different advice. In my opinion, a good demo lesson has the following:

- there are clear and appropriate learning objectives
- Exercises are relevant to these objectives
- All students (rather than just a few while others watch) are engaged
- Your lesson is based on true co-teaching
- You are able to demonstrate that or evaluate whether the learning objectives have been met.


How you go about this is up to you. One thing I suggest is start with clear learning objectives and then decided what activities you want to do to accomplish this.

[bosintang]

Your lesson plan looks very doable to me.

However, one thing I'd suggest is switch the game and worksheet around. You then have a warm-up (introduction), model (development I), game (development II), and worksheet (reinforcement/formative test).

In all phases, If I were you I'd try to think about how can you make them the most interactive and drive the students to create the learning rather than the teachers, but again, your skeleton ideas don't look bad to me at all.

[ddeubel]

I add to the above list of what every good lesson should have -- PERSONALIZATION.

The language must be encountered as something that means something to their lives. It must be linked with that in mind. With prepositions, I usually draw the walls of my apartment and students ask Where is the ....? etc... I respond modeling the prepositions and drawing in the items/rooms. Then I get the students on a blank piece of paper to draw their own apartments and ask and answer / draw each others apartments using the modeled language/question.

This would also be more student centered. You could then end or start with a powerpoint and game.....

DD

[xCustomx]

[xCustomx]

[ilovebdt]

[xCustomx]

[bosintang]

[khyber]

As the first couple posts ahve suggested, Student centred learning should be the goal of every teacher. But if you haven't been providing the students with that kind of freedom, then when it's given to them, they won't know how to behave and in which direction to focus their energy.

So yes, SCL is ideal but don't think that if you've never done it before, it's a good idea to whip it together for an open class. It sounds as though your teacher is either:
1) Telling you what current trends are in education for your district (ie...because someone is coming, it's a good idea for us to do this)
or
2) Suggesting you do it her way (ie...this is how she usually does it so let's continue doing it since it works!)

I'd suggest you ask to watch one of her classes so she can show you "what she means by SCL". Make it clear that explaining it isn't enough. I mean, if she doesn't do it, when you try to, you'll be soooooo hooped.

I would agree:
1) Write the objectives on the board or at LEAST tell the students what you plan to teach them.
2) For an open lesson, extensive listening and repeating is not a good idea. I'd say that if you plan to do that for 10 sentences (despite the originality of the format), I'd keep it fairly quick.
3) Jeopardy is a pretty good game to play but it isn't EXACTLY contextual learning. Not bad, but there's probably better ways to do it (TPR)
4) Definitely involve your co-teacher. This is always point #1


Lastly, I don't think it's necessary to change the order with the game as the game could be used as it's own evaluation/consolidation technique. I personally wouldn't say that, by themselves, worksheets work overly well as either unless they are submitted for grades or reviewed and corrected with the teacher.

[T-dot]

If this is Bundang and is a conversation class; (Ive done a few of these)

All those activities are fine and dandy, but it wont cut the mustard.

Basically those judges will come by to see:

1) You interacting with your co-teacher (how well you work together)
2) Are you getting your students involved ( question/answer is good)
3) To be entertained (most demos have some sort of skit or presentation done by students ) Humour is a big plus.
4) I was told about a 70/30 split in teaching the lesson (70% NT/30%KT)
5) Lastly, this demo is a big farce. Everybody has it planned out and rehearsed. It most definitely doesnt represent a typical class.
6) Introduction and wrap up (state your objective at start and re-state and sum up at the end).
7) Time management.