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Affordance, learning opportunities, and the lesson plan pro forma

Affordance, learning opportunities, and the lesson plan pro forma

 Anderson, Jason.
 2015.
 p. 228-238. Oxford University Press. English ISSN: 09510893
Ngôn ngữLearning opportunitiesSyllabus designUse english.Teaching English.
Tác giả CN Anderson, Jason.
Nhan đề Affordance, learning opportunities, and the lesson plan pro forma / Jason Anderson.
Thông tin xuất bản 2015.
Mô tả vật lý p. 228-238.
Tùng thư Oxford University Press.
Tóm tắt This article argues that the most commonly used lesson plan pro formas in language teacher education are inappropriately premised on an outcomes-based approach to teaching, one that is in conflict with what we know about how languages are learnt and how experienced teachers teach. It proposes an alternative, affordance-based approach to lesson planning and makes a number of practical suggestions to modify the pro forma and its role in lesson observation. It is argued that the suggested changes encourage teachers to plan for and respond to the learning opportunities of the lesson, thereby reflecting more closely the practice of experienced language teachers and the reality of differentiated language learning. It also makes recommendations on how such a pro forma could be used in both initial certification and in-service teacher development in a wide range of learning contexts, potentially compatible with product, process, and procedural approaches to syllabus design.
Thuật ngữ chủ đề Ngôn ngữ-Giảng dạy-Học tập-Tiếng Anh-TVĐHHN
Từ khóa tự do Learning opportunities
Từ khóa tự do Syllabus design
Từ khóa tự do Use english.
Từ khóa tự do Teaching English.
Nguồn trích ELT journal.- 2015, Vol. 69, No. 3.
MARC
Hiển thị đầy đủ trường & trường con
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490[ ] |a Oxford University Press.
520[ ] |a This article argues that the most commonly used lesson plan pro formas in language teacher education are inappropriately premised on an outcomes-based approach to teaching, one that is in conflict with what we know about how languages are learnt and how experienced teachers teach. It proposes an alternative, affordance-based approach to lesson planning and makes a number of practical suggestions to modify the pro forma and its role in lesson observation. It is argued that the suggested changes encourage teachers to plan for and respond to the learning opportunities of the lesson, thereby reflecting more closely the practice of experienced language teachers and the reality of differentiated language learning. It also makes recommendations on how such a pro forma could be used in both initial certification and in-service teacher development in a wide range of learning contexts, potentially compatible with product, process, and procedural approaches to syllabus design.
650[1 7] |a Ngôn ngữ |x Giảng dạy |x Học tập |z Tiếng Anh |2 TVĐHHN
653[0 ] |a Learning opportunities
653[0 ] |a Syllabus design
653[0 ] |a Use english.
653[0 ] |a Teaching English.
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