English teaching talks – Lesson planning

English teaching talks – Lesson planning

In this series of six short videos, Tyson Seburn explains how good lesson planning can help us be clear with our learners, be flexible in response to what happens in class, keep learners at the heart of the lesson and support our own professional development. Planning lessons gives us more control over many aspects of our teaching and learning context. To make the most of planning time, Tyson explains that teachers have to:

• understand why they are planning, and be able to match individual components of lessons to learning outcomes 
• see lesson plans as a communication tool that allows them to explain their actions to learners and others who need to know  
• have a plan that organises classwork and also allows them to be flexible and respond to their learners' needs
• put the learners at the heart of their planning
• use lesson planning as a tool for their own development.

For each video in the series, there are some questions for you to reflect on and discuss with colleagues if possible.

Pre-viewing task

Before you watch the videos, think about the questions below. If you are using this resource as part of your professional development in your institution, discuss the questions below with your colleagues.

1. How long do you spend planning lessons? In what areas would you like help in planning?
2. How do you balance meeting course objectives with making lessons relevant to your learners?
3. Have you used lesson planning to reflect on your teaching or to experiment with new ideas? 

Part 1: An introduction to lesson planning

In this first video, Tyson reflects on his early teaching experiences and explains how his understanding of lesson planning evolved over time. He provides an introduction to lesson planning and explains how lesson plans can guide teachers to success and help them reflect on failures.

Before viewing

• Think about your own experiences with lesson planning. What do you think makes a lesson plan useful – for you, for your learners or for others? 
• Do you write everything down, or do you often just 'go with the flow'?

While viewing 

• Tyson introduces five reasons why lesson planning is important. What are they?
• Which are you most eager to learn more about?

Watch An introduction to lesson planning

After viewing

• What parts of Tyson's early experience can you relate to?
• Do you agree that what makes a 'great' lesson plan varies from teacher to teacher and from context to context? Why or why not?

Part 2: How to create considered lesson plans

In this video, Tyson explores how lesson planning connects learning outcomes to the specific parts of a lesson. He reflects on how his approach has changed over time and explains why clear learning outcomes matter.

Before viewing

• How do you define learning outcomes for your lessons?
• How do lesson plans help us identify whether learning outcomes are being achieved throughout the lesson?

While viewing

• Tyson mentions four areas in which lesson plans help us identify whether learning outcomes are being achieved. What are they?
• Tyson suggests what learning outcomes are and what they aren't. What does he say? Do you agree? 
• Why is it important to keep asking 'Why am I doing this?' when planning a lesson?

Watch How to create considered lesson plans

After viewing

• Did Tyson's advice help you reflect upon connecting learning outcomes to the different stages of your lesson plan?
• How will this video help you identify whether a part of your lesson is effective or just 'bells and whistles' (unnecessary extra features).
• Do you like Tyson's idea of keeping asking yourself 'Why am I doing this?' Will you use this idea in future?

Part 3: How to use lesson planning to provide teaching rationale

In this video, Tyson explores how lesson plans can help teachers explain to other people what they are teaching their learners. He shares how clear lesson planning allows teachers to explain their thinking and expectations in ways that are easy to understand.

Before viewing

• Do you often have to share your lesson plans with others – a colleague, an observer or even your learners?
• Are they easy for others to understand? What do you need to explain?

While viewing

According to Tyson, what benefits does a clear lesson plan have for:

• other teachers
• observers
• our learners?

Watch How to use lesson planning to provide teaching rationale

After viewing

• What examples of collaboration or observation mentioned in the video apply to your teaching context?
• Tyson suggests asking another teacher to use your plan and give you feedback on what worked well and what wasn't clear. Do you like this idea? Why/why not?  

Part 4: How to create structured yet flexible lesson plans 

In this video, Tyson explores how structure and flexibility work together in effective lesson planning. He outlines the dangers of over-planning and under-planning – and how to avoid both.

Before viewing

• What kind of planner are you – more structured or more spontaneous?
• Do you tend to over-plan? Do you ever under-plan?
• Do you build in space for learner questions or unexpected moments?

While viewing

• Why can an over-planned lesson sometimes cause problems?
• What are the problems Tyson mentions with under-planning?
• For Tyson, what is a 'good lesson plan'? 

Watch How to create structured yet flexible lesson plans

After viewing

• Tyson suggests labelling activities as 'must-dos' or 'backups'. Would you like to try this?
• Think of a time when your lesson didn't go to plan. What happened? Could the advice in this video have helped prevent that happening? 
• Is there anything you will do differently after watching this video?

Part 5: How to ensure lesson plans are relevant to learners

In this video, Tyson explains how lesson planning helps us to keep the learner at the centre of the lesson. This involves considering the learners, their backgrounds and their experiences when deciding what to teach and how to teach.

Before viewing

• How well do you think your current lesson plans reflect your learners' identities and preferences? 
• Think of a recent lesson. Did your learners have the chance to express their own ideas or see themselves in the material?

While viewing

Tyson suggests making lessons more learner-centred through:

• grouping
• relevant materials
• learner input.

What examples does he give for each one?

Watch How to ensure lesson plans are relevant to learners

After viewing

• How do you currently vary groupings in your lessons? Could you offer more choice or flexibility?
• Choose a lesson you've already planned. Can your learners see themselves in the visuals, topics or texts? If not, what could you adapt?
• Where in your plan could you make space for learner input, e.g. personal responses, opinions or suggestions?

Part 6: Lesson planning for teachers' professional development

In this last video, Tyson looks at how lesson planning can support our professional development. The more lesson plans teachers create, the more they can understand what works well and what doesn't, to develop their skills and learn over time.

Before viewing

• How often do you go back and reflect on your own lesson plans? 
• Do you ever compare what you planned with what actually happened?

While viewing

• Tyson mentions three ways lesson planning can support teacher development. What are they?
• How can each one help you grow in your practice?

Watch Lesson planning for teachers' professional development

After viewing

• Could you try exchanging lesson plans with a colleague? What kind of feedback would you find most helpful?
• Do you have a system for reflecting on lessons (e.g. notes, highlighting, etc.)?
• Have you ever tried action research? What's a small question or problem you could explore through your lesson plans?

 Reflection 

• Have the videos given you any new ideas about structuring your lessons? If so, how will you adapt your current planning process?
• How could you use lesson planning as a tool for your professional development?