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Curriculum Planning: Lesson Planning

Lesson Planning: Connect-Reflect ...

Today’s 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.

1. The brain stores memories.
a) True
b) False
Check Your Answer:

2. Research indicates that most brain functions are attributed to either the right or the left hemisphere.
a) True
b) False
Check Your Answer:

3. The brain is not designed to sustain continuous, high-level, focused external
a) True
b) False
Check Your Answer:

4. We are more likely to focus student attention through multi-sensory, student-centered
a) True
b) False
Check Your Answer:

5. While feedback is an essential part of learning, peer feedback is not nearly as beneficial as that coming from the instructor.
a) True
b) False
Check Your Answer:

Activity 2: Using the following link to a lesson entitled "Fitness in Deutschland", evaluate the effectiveness of this lesson by answering the questions below. These questions were derived from the characteristics listed on p. 181 of the Planning Curriculum for Learning World Languages guide.

Fitness in Deutschland:

1. Do the teachers & students use a variety of materials including authentic target language sources? Name 2.

2. Is there more student activity than teacher activity? Describe.

3. Are assessments ongoing? Describe an informal and a formal assessment.

4. Which levels of thinking skills are students guided to use? Select two of the following and describe: repeat, recognize, recall, apply, create, predict.

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

  1. 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.
  2. 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.
    1. What is already done well in this lesson? Please describe.
    2. How might you improve this lesson? Please describe.
    3. What effect do you anticipate these changes make on student performance? What evidence would you seek to demonstrate this?

Next: Expansion

© 2004 Wisconsin Association For Language Teachers
Last updated: August 15, 2006