Teaching how to Teach: Filling in a Lesson Preperation Form | Denise Van Dillen | Skillshare

Teaching how to Teach: Filling in a Lesson Preperation Form

Denise Van Dillen, Teacher in Social Science

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6 Lessons (22m)
    • 1. Intro

      0:26
    • 2. Preparations

      5:17
    • 3. Opening

      3:37
    • 4. Explanations and Check Up

      3:54
    • 5. Instruction on Independent Working and Working Independently

      3:58
    • 6. Ending of your lesson and Evaluation

      4:19

About This Class

Teaching is awesome!

If you want to start teaching you will have to get familiar with lesson preparation forms. During this class I will explain how to fill in an easy to use preparation form.
This means that by the end of this class you will be able to fill in a lesson preparation form using the given format. This will also be the project. We will go through it together and I will, step by step, explain everything necessary to fill in the form. I will also try to give some examples and tips.

If anything is unclear you can just look at my example form. Please note that this is a beginners class but everyone is welcome. This form is used to teach all kinds of subjects in front of a classroom, not online.

This is my first online lesson ever, so be kind. All feedback is welcome.

Transcripts

1. Intro: Hi. I'm Tunisia, and I'm a teacher of social science here in the Netherlands. Welcome to beginners class teaching How to teach in this lesson. We're gonna be focusing, filling in a lesson preparation for I linked one down for you below his project so we can fill it in together with you alone way. Give you tips and tricks. How filled in best It is a beginner's class, but everyone is welcome. 2. Preparations: So let's begin with that. Zero preparations. This the first form of your lesson preparation for To start, we need to know what you want to teach about. Choose topic. It can be anything from short science to York female medics or making lemonade. Choose stopping, for example, I'm choosing source science, and it's a subject I just culture, then liberation for. Listen, you need to know if you have 10 minutes to explain everything or you have 1/2 hour or even 100 minutes. Find out what situation is and write it down down below. You see three Christians and for Let's get started with the 1st 1 Question one. What do they already know? How would they? I mean, the students, it's important to know what students already know. You can even ask them. Well, Quebec Commit later in another video. If you're gonna teach about Second World War, for example, there's bound to know fusions who already don't create you about this. Let them help you, but write it down. If this is that third or fourth lesson in culture, you are teaching Children already know something right down PV schools that you already met that takes us to the second question on this form less Nichols. What are we need to make good vesicles, and you need to know what you want to be teaching to teach it. We make smart less singles, so we know we made our goal. Let's zoom in on the smart girls. Smart girls are specific, measurable, achievable, relevant and time bound. For example. By the end of the lesson, the student can name three different examples of nature versus nurture, and this is better than the students know. What nature or nurture is the letter does is not specific, not measurable, not achievable. And no time about the only thing it is is relevant. And that is just not enough. So that's something in the 1st 1 By the end of the lesson, students Kaname three different examples of nature versus nurture this specific because it says that the students could name three different examples. It's measurable the students can name. So at the end of the lesson, I could just ask them to name three different examples. It's achievable, not too much to ask. It's relevant so as all stool culture. But he have lessened a student in a three different examples off Nature versus nurture is time about because it says, But yet off this lesson, this could be whatever you like, But he entered a term before midterms. In the end of the second best sin or by three lessons, you could make it whatever you want, because we're using smart girls and they are measurable, we conceive. Our goals were meant. Just ask students at the end of the listen if they can treat gift three examples, nature versus nurture if they can tell them three. I've done well. If not, I don't have to adjust my goals or I have to get better. Teaching them so makes miracles. That third question before is there anything specific you need to know about before entering the classroom? And there is always something. Never forget this step when you're teaching longer or even just for 1/2 year, and you get to know your closest, you don't have to go through all of this authority. But this step is really important and write it down because it seems really sloppy. If you forget, it's some classes staircase of bullying and another stairs. A specific person that doesn't want to read a loud just write it down for you to remember. You cannot forget that there's bullying and then put the earlier and when it's being bullied next to each other and you cannot get that someone doesn't want read, because when you give them return to read, it's really thankful for that student. Even if there are specific relationships or someone's breaks up, write it down and make sure you notice Okay, so that was everything for the preparation. The only thing extra I want to tell you is how to name your probably for station. I always use PowerPoint, but you can use anything you want. I write down a name for my lesson, my list in preparation for as wells in my power point. And I do this as the following. I write down the subject in a lower case, big number subjects or chapter and then the lesson number. For example, G s, which stands for history in Dutch week. Number 12. The topic is World War two. It's lesson number one, and so on. And so on. This way everything's ordered, and it makes it easier for you to find back. Next up, it's Step one in the lesson. Preparation for the opening of the listen 3. Opening: welcome. Today we're gonna busy ourselves with second page off the lesson preparation for here. You see a table with six different stages of the lesson. We're gonna look at the opening in this. Listen, you see that I'm asking you about estimated time in minutes. But what you do during this time would you expect the students to do during this time and what else you need? So I'm going to give you an example. I will write down that I will start less enough by standing in front to close room by the door to welcome to students. In this way, they will enter the class from a bit more quiet. They will see there is a teacher was paying attention to them. Discloses for extra students. Teach your in direction. It's good for your body students. We'll talk about later. Sometime I will ask them to leave the jackets in the hallway so you don't have to go out again and I will ask him to. But a waiter phones or I will ask him how today Waas I will write down. But don't expect students to listen right away, so I need to think about it later on. Then, later on, I was standing from the classroom. Welcome them again as a group, and this time I will say to them Jackets in the hall. Put yourself on the way to get your books and get ready. And this time I expect him to listen, and I will write it down as well. This will usually take 5 to 10 minutes, 10 minutes if it's a really big close at five minutes, if you have 20 to 25 Children or less so so expletives. If it's your first class, you can think about name Karch. You can let the students each grab a paper writer name, fold it and put it on her desk so you can all name them. Students will listen better when used our name. Then you can write down. What do I need named Karch paper? Or you can ask the students to bring that something else you can use during the start up off. Your lesson is asking them about what they already know. We talked about this before with the girls. I will give you an example. I will write down culture on the board and draw a circle behind it like a mind. And then I will give a pen to first student. He will come up to report and write down something he thinks has to do with culture. This has to be easy, so make sure your students No, you don't expect anything of them yet. They haven't have any lesson about this subject. So you can't expect him to be experts on it yet He will write something that, like food or religion or anything I will give to bend to the next student and show up and so forth. I need to make clear to the students death they have to do this quickly. I also give three or four pence because my classes are 30 people big and I will take a look more than 10 minutes to get this done with only one pen, you have to expect students to be a little more restless during like nurture and nature. And you think that they already noticed. Bird, you prepared your lesson this lesson to talk about that. Then just guess the student to help. Oh, who wrote down nature and nurture. Ok, tell me what it is and then they will help you and they will see the Judaism. Make sure to take photograph or screen caption or whatever from what your students created , so you will notice you can use it to repair your next lessons. 4. Explanations and Check Up: Hi. Welcome back. Today we're gonna busy ourselves with second and third part of the lesson. Preparation for this will be explanation and check up there. Both read a short to explain. So let's dive into them first to the explanations. When you start explaining, you want your students to know your lesson goals, I always protect my lesson goals onto the board, show your lesson goals or tell them to the students. I want them to know that by the end of the lesson, I want them to name three different parts treated Finch examples off nature. First nurture. Then you begin to teaching part, and this is what you send it from for classroom and speak. Make sure you have some student teacher in direction, but for now, you say would just teach. Write down that you are gonna teach. Write down your lesson goals and what you're going to say to them. You don't have to explain or write a whole transcript about what you're gonna say, but make some pointers right on down and write down what you have students to do. We want him to sit quietly and just listen. What do you want to US questions may be asked questions throughout your story or own union . Make sure to write it down and to tell you students if they are allowed to its questions throughout. We're only at the end when you're doing something creative, like telling a real story or playing a game during this sport, then off course. Most of the time you want to questions afterward because you want to get the story out first. But if you're teaching normal teaching and telling your stuff that you want the questions throughout, so if there isn't is anything the students don't understand yet you can dive into that. Make sure the spark doesn't last lower than 10 15 minutes, tops. Because after tactical situation will be gone in the part of what do I need mostly in this part, it's only a white boards or problem for station whiteboard markers. That's it. Of course you can get created here, but we won't dive into it now. Okay, Part three. The check up show your lesson goals again on the board. Make sure everyone can see so they know if they met the lesson calls. Then you pick some students a drink just say you can you name three different examples or Naples Nature versus nurture. They can't. It's no problem yet. You ask another student to help them, and maybe after some exercises, which is the next steps, they will get it. If the whole class feels in this, then maybe you need to go back to explaining, or maybe in other lesson, you need to spend some more time with this and explain it differently than you have not write down what you're gonna do. I'm gonna ask the students to the singles. I write down what the students come to. The students are going to answer them. It doesn't. Tests would be hard to write things down and then write down what you need. You need less singles to be visible. Nothing more in this that it's unfortunate to pick students at random because if you big the students that already know the answer to your questions. And of course it seems like you met all your goals, but it doesn't have to be true for all the students. And if you picture students at random and you do this multiple essence in a row, they all know to pay attention. If you only pick the ones that know, the students who want to slack off are able to slip off here. It's a pick, a trend. This is all for explanation and a checkup. 5. Instruction on Independent Working and Working Independently: Okay, let's get started with that four and five on the lesson preparation for we're gonna do them both in one lesson because they follow each other perfectly. First is the four this explanation or working independently and then is that five? It's working independently, so let's get started with step for instruction on working independently during this instruction, make sure your students listen to you and make sure you show them what to do on the board. Make sure to tell them how much time we have, what they have to do and what they have to do when they already. For example, you have 10 minutes to make assignment. 1 to 5 on page 56 off your book. You made the assignment on page 58. When you're done, make sure that this stays on the board throughout step four and five. Students won't have to ask you any more questions about what they have to do. Then I always instruct my students to be quiet for the 1st 5 minutes and make sure you tell them this during step, for they have to be quiet for five minutes so that the students that have a little bit harder. Time to concentrate have to time to do so during this time. They may not talk to each other and may not ask any questions to me. I will tell them if they don't know the answer to a question, that they can skip it and go to the next question. And it may ask me when. Five minutes. So for no. Before that, the instruction or working independently usually takes five minutes or less, Certainly not more. Unless you have a really hard assignment. You need to explain. So you write down five minutes. What do I do? I explain to them how long they have, what they have to do and what they have to do when they are ready. What do the students do? Day listen and what do we need? I need a smart board or a whiteboard blackboard to write down, Assign mental. So step five independent working. If you chose for five minutes of science, make sure if you sit down during his time as well. If the clothes gets, risk this and tell them guys. Tony, three minutes left. Stay quiet. Support If define finances. Don't tell them guys. Five minutes is done during this time, you may ask your fellow students and you may ask me questions. First festival next to you. If you can figure it out together, then ask me. I walk around to the classroom so you can ask questions because I'm saying I will walk around. I don't have to put up with any student going like this. We're yelling through the classroom, so I will walk around. I will tell the students that are being too loud that it needs to keep it down. I will also give governments to the students that are really working heart. I will ask him if it's good going okay and I will tell them that they're doing a great job . This is way more important than telling the loud wants to be quite because eventually they want to do a great job as well. Believe me. After a few lessons, you will notice that some students have trouble making the exercises, while others have done in no time trying to think. Wait, do either let the students help each other or for you to give extra exercises to the ones finishing early so you could pay more attention sto have trouble but making the exercises. I'm not promising anything yet, but in the future I would like to make a close, entirely dedicated how to differentiate on this topic. So let me know if you would like that. The next topic is the ending of the listen, let's get on. 6. Ending of your lesson and Evaluation: So let's get started on lost parts of filling in the lesson preparation for first number six on the lesson. Preparation for the ending off The lesson for the IV elevation. Make sure you always have a least five minutes at the end of the lesson to lose. During this time, the students may ask you questions, and you can see if your lesson goals are met. Showed him one more time. And ask your students during this time you can also ask them how they thought Lesson went and make sure you tell them how you thought it went was too loud or did any well, make sure always enter. Listen, we're telling them what they are going to do next time and then start the next lesson with you telling them what they did last time. You can even show the lesson goals off this lesson again in the next one. So your lessons done. The bell run, the students are gone. It's over. You still have to write some things that so let's go to witness. How much time do you need for this step? It usually takes about five minutes, but it's nice if you have a minute or two more Just so Bell doesn't drink. You're in the middle of your story that What do you do? You ask students if there any questions left you ask them if they met their goals. You choose to students address me and then you will tell them how you thought the lesson went. Write this down and never forget these steps. Also write down what you were going to do in the next lesson and tell them that what your students do, the students may ask questions. During this time, students were as questions about listen. They were as questions about lesson goals give answers and they will tell you how they thoughts in this moment. After that, they will be gone and hopefully leave King. If your students are bit messy, make sure you have two minutes at the end of your lesson to clean up. Make sure the tables are straight and they take everything off the ground and then they may go. So only one part left your own a federation. This third form the lesson preparation for looking back. You see here I ask you three questions first, how does it go? Write down. How different did well for bed. Why there? What would you like to improve even if you're listening? Went really well. There is always something you could do better. Maybe there was quite student. You couldn't pay that much attention to. Or maybe there was something going on in your classroom you didn't know about. Maybe it was a mess. When students left. Write down something that you want to improve. And lastly, what would you do? The same. Even if it went back. Give yourself some slack here. There's always something that invite. So maybe he students really like the listen. Maybe they met some listen goals write down what went right and what you would do the same if they met some vesicles right now. Why you think they met them Wasn't because of the exercises or because of your explanations . Write it down so you could do with the same next time. Remember that this lesson for him is just one of many in my opinion business for Mr Easiest to start out with it when you start teaching, I recommend you used this lesson for him for three months. If you start teaching or even with every new clothes. So you gon predictable and stable. No predictability and stability is what students need from you. So make sure you use this form for well before you start getting super creative. Lastly, I would like to know that this form is used for teaching from classroom knows online. Thank you all for watching. Have fun teaching and leave your projects down below so I can try to comment on them. Thank you.