We had some fantastic posts in September and it was great to see so many of you sharing your stories about how and why you became teachers.
This month we are focusing exclusively on Planning lessons and courses. The British Council's new continuing professional development framework includes 12 professional practices and planning lessons and courses is one of these. We thought it would it would be interesting to look at some of the elements included in this aspect of teaching, which is a skill that can sometimes be overlooked after initial teacher training has finished.
Gamification is a term that has been around for a few years and much has been written about its usefulness in an educational context. To what extent do incorporate game-based elements into your planning and what is the impact of this on your students’ learning?
In the British Council’s new CPD Framework, being able to ‘describe how a lesson is linked to those before and after it’ is one of the elements in Planning lessons and courses. Often called ’timetable fit’, this is covered and expected on most teacher training courses, but it tends to become less thought about in day-to-day teaching. In your planning, how much do you plan for a sequence of lessons and incorporate recycling of previous language or skills into what your learners do?
Helping learners develop specific learning strategies can provide a useful focus for developing learner autonomy. How much do you incorporate a focus ‘learner training’ into your plans?
To what extent do you reflect on how well a lesson went? Do you keep notes, a diary or post on your own blog? Are there opportunities for sharing ideas and reflection where you work, either formally or informally? What techniques would you recommend for teachers to reflect on a lesson- this could either be while to class is taking place or afterwards?