1 DISEÑO DE SECUENCIAS DIDÁCTICAS MCDISL UNIT I & II
2 UNIDAD I. ANTECEDENTES, IDEAS PREVIAS Y ESTRUCTURA DE LA SECUENCIA DIDÁCTICA 1.1 Análisis del contexto de implementación 1.2 Actividades y dimensiones tácticas y procedimentales 1.3 Estructura y fases del desarrollo 1.4 Criterios de desempeño, de producto y de conocimiento 1.5 Materiales y recursos
3 UNIDAD II. ALTERNATIVAS DE PLANIFICACIÓN 2.1 Propósitos y análisis del contexto 2.2 Organización de las propuestas didácticas 2.3 Definición de prioridades 2.4 Selección y organización de las actividades 2.5 Selección de materiales e inclusión de recursos
4 LET’S PLAY JEOPARDY !!!
5 SEQUENCING Determining the order in which syllabus content will be taught. Content can be sequenced according to -Difficulty -Frequency -Communicative needs of the learners (NUAN 1988)
6 DIDACTIC “ THE WHOLE ART OF TEACHING ALL THINGS TO ALL MEN ”
7 ADVANTAGES OF A LESSON PLAN Having A LESSON PLAN GIVES YOU CONFIDENCE Having AN EFFECTIVE PLAN RELIES ON HAVING GOOD HABITS LIKE SET TIME TO PLAN AND TO WRITE ALL IDEAS Helps STABLISH RAPPORT WITH YOUR SS. By PLANNING FOR THEM AND THEIR NECESSITIES Helps CREATING AN ENVIRONMENT BY DESIGNING ALL TOOLS
8 WHAT’S THE DEAL? VARIETY AND VARIATION GIVING SS. THE SENSE OF OVERAL STRUCTURE AND DIRECTION ABILIY TO PREDICT OUTCOMES (BEHAVIOUR AND PRODUCTS)
9 STEPS FOR EFFECTIVE PLANNING 1.A PLAN FOR EACH LESSON 2.BLOCK OUT QUALITY TIME IN YOUR WEEKLY SCHEDULE FOR MAKING LESSON PLANS 3.WRITING DOWN YOUR LESSON PLANS—IN SOME DETAIL—RATHER THAN KEEPING THEM IN YOUR HEAD. 4.WRITING FLEXIBILITY INTO YOUR LESSON PLANS. ONE OF THE HARDEST THINGS FOR BEGINNING TEACHERS (AND EVEN MORE EXPERIENCED ONES) IS TO ACCURATELY PREDICT HOW LONG ANY PARTICULAR ACTIVITY WILL TAKE.
10 ASPECTS OF A LESSON PLAN (TESOL.ORG) PREVIEW: Giving students an overview of the day’s lesson conveys a sense that there is a definite purpose and plan behind the day’s activities. (This step may be done either before or after any warm-up activities.) WARM-UP: Just as a concert often starts with a short lively piece to warm the audience up, a lesson often starts with a brief activity that is relatively lively. Its main function is to generate a good class atmosphere, but it can also be used for reviewing material from previous lessons or introducing new material in the day’s lesson. Incidentally, the warmup tends to set the tone for the lesson, and if it involves real communication, it will tend to reinforce the importance of genuine communication right from the beginning of the class period
11 MAIN ACTIVITIES: These are the main course of the day’s menu, the more demanding activities to which most of the lesson will be devoted. OPTIONAL ACTIVITY: This is an activity that you hope to use but are ready to omit if you are running out of time. (Normally, I simply designate one of my main activities as optional by marking it if time allows in my lesson plan.) RESERVE (OR SPARE-TIRE) ACTIVITY: This is an activity that is not a key part of your lesson plan, but you have it available in case the other parts of the lesson go more quickly than planned, leaving you with unexpected time at the end of the class.
12 OTHER NOTES ON LESSON PLANS TIMING: Note that the lesson plan includes an estimated time for each activity. Initially, you may have trouble accurately estimating how much time any given activity will take. However, planning an approximate time for activities, and even writing the time into your lesson plan, is still a good idea. Doing so allows you to see how your actual chronological progress through the lesson period is matching up with what you had planned, so that you are more quickly alerted to the need to begin taking remedial measures, such as speeding the activity up, slowing things down, or preparing plan B
13 CLOSURE: Note that a specifically designated closing step is written into most of the activities in the sample lesson plan. Students generally feel better about ending an activity if it is somehow wrapped up and concluded rather than simply stopped, so the closing should be part of the plan. The closure step need not be very long; for example, having students quickly report what happened during their practice is a quick, light way to give a sense of closure to the activities in the plan. A teacher comment or suggestion could also provide closure.
14 VARIETY: Note that while the lesson plan emphasizes oral skills practice, a dictation activity is also included to provide a break from the heavy diet of speaking practice. Students generally stay more alert if activities vary during a class period.
15 MANAGING THE CLASSROOM SEATING EYE CONTACT SPEECH AND VOICE TEACHER TALK INSTRUCTIONS MOVEMENT Q & A USE OF BOARD AN VISUALS STABLISH RAPPORT ANCHORING
16 TEAM WORK THE 5 MINUTE LESSON PLAN !!!!
17 TO KNOW THE SS. VIDEO ABUOT NEUROSCIENCE.
18 REFERENCES HTTP://TWBONLINE.PBWORKS.COM/W/PAGE/28101465/TEFL%20PROGRAM%20- %20EFFECTIVE%20LESSON%20PLANNING%20-%203%20CLASSIC%20PLANS HTTP://TWBONLINE.PBWORKS.COM/W/PAGE/28101465/TEFL%20PROGRAM%20- %20EFFECTIVE%20LESSON%20PLANNING%20-%203%20CLASSIC%20PLANS HTTP://MEXTESOL.NET/JOURNAL/INDEX.PHP?PAGE=JOURNAL&ID_ARTICLE=521 HTTP://EZINEARTICLES.COM/?ESL-LESSON-PLANS:-TYPES-AND-PURPOSE&ID=6777729 HTTP://CIE.UP.EDU.MX/APRENDE/ARTICULOS/LOS-CONTENIDOS-QUE-TENGO-QUE- ENSE%C3%B1AR-%C2%BFDEBEN-TENER-UNA-APLICACI%C3%B3N-PR%C3%A1CTICA-PARA- MIS HTTP://CIE.UP.EDU.MX/APRENDE/ARTICULOS/LOS-CONTENIDOS-QUE-TENGO-QUE- ENSE%C3%B1AR-%C2%BFDEBEN-TENER-UNA-APLICACI%C3%B3N-PR%C3%A1CTICA-PARA- MIS
19 VIDEOS HTTPS://WWW.YOUTUBE.COM/WATCH?V=AZYJHTOG7LI