Curriculum Planning: Lesson Planning
Lesson Planning: Connect-Reflect ...
teachers ought to be a catalyst for learning or a choreographer of
curriculum, not a talking textbook. The best learning happens in the
midst of immense stimulation, variety of experience, rich multi-sensory
real-life stimulation, music, roleplay, art and movement.
—Freeman Dhority 1998
Activity 1: Now that you have read about brain function, answer the following questions to see how much you remember.
Personal Connection: Please copy and paste the following questions into your word processor or download the word document containing the questions. Then answer the questions and save it for your professional development portfolio.
Lesson Planning Connect-Reflect: Word Document
- Thinking back to the unit with the lessons you'd like to revise, how would you enhance those lessons based on what you have learned about how the brain functions in language acquisition? Review p. 163 of the Planning Curriculum for Learning World Languages guide for a concise description entitled Lesson Planning for Brain-Compatible World Language Acquisition.
- Now, thinking back to that same unit and lessons, answer the following questions based on p. 181 of the Planning Curriculum for Learning World Languages guide's description of Characteristics of Effective Foreign Language Instruction.
- What is already done well in this lesson?
- How might you improve this lesson? Please describe.
- What effect do you anticipate
these changes make on student performance? What evidence
would you seek to demonstrate this?