Creating Learning Partners: A facilitator's guide for training effective adult literacy tutors

Activity B

Components of a lesson

Group activity, use of handouts
Materials and equipment Handout 4.11: What Makes a Good Lesson Plan? Handout 4.12: Tips for Planning Handout 4.13: Lesson Plans Envelopes for cut-apart sentences Flip chart and markers Preparation Make a copy of What Makes a Good Lesson Plan? Cut apart the sentences, then cut between each word in the sentence. Place each cut-up sentence in a separate envelope. Some of the short cut-up sentences can go together in one envelope. Note: Be sure to cut up a copy, not the original handout, or you won’t have it to use next time. Copy handouts. STEP-BY-STEP PROCESS Write on the flip chart the statement “A good lesson plan….” Tell tutors they will create sentences to finish the statement. Form small groups and hand each group an envelope or two. If you have only a few tutors, have them work on the envelopes together. Have each group pull out the words and create a sentence from the pieces. Once the sentences are complete, ask tutors to read the statement “A good lesson plan….” on the flip chart and add the sentence they put together. Discuss each of the sentences and ask tutors for their thoughts and feedback. Review the handout Tips for Planning. Point out that they should decide with their learner whether there will be any homework and what to cover at the next lesson. Review the handout Lesson Plans. Remind tutors to include time for a break and to discuss any issues the learner may have that relate to learning. The three main points to remember are what you will cover (topic), what you will use (materials) and how you will do it (strategies).

Group activity, use of handouts

Materials and equipment

Handout 4.11: What Makes a Good Lesson Plan?
Handout 4.12: Tips for Planning
Handout 4.13: Lesson Plans
Envelopes for cut-apart sentences
Flip chart and markers

Preparation

Make a copy of What Makes a Good Lesson Plan? Cut apart the sentences, then cut between each word in the sentence. Place each cut-up sentence in a separate envelope. Some of the short cut-up sentences can go together in one envelope. Note: Be sure to cut up a copy, not the original handout, or you won’t have it to use next time.
Copy handouts.

STEP-BY-STEP PROCESS

Write on the flip chart the statement “A good lesson plan….” Tell tutors they will create sentences to finish the statement.
Form small groups and hand each group an envelope or two. If you have only a few tutors, have them work on the envelopes together. Have each group pull out the words and create a sentence from the pieces. Once the sentences are complete, ask tutors to read the statement “A good lesson plan….” on the flip chart and add the sentence they put together. Discuss each of the sentences and ask tutors for their thoughts and feedback.
Review the handout Tips for Planning. Point out that they should decide with their learner whether there will be any homework and what to cover at the next lesson.
Review the handout Lesson Plans. Remind tutors to include time for a break and to discuss any issues the learner may have that relate to learning. The three main points to remember are what you will cover (topic), what you will use (materials) and how you will do it (strategies).

Activity C

Developing a lesson plan

Tutors will have the opportunity to develop a lesson plan based on one of the learners from the video or the profiles. If they have learners already, they could plan lessons for their learners. Tutors could use a number of different lesson plan templates. Provide a few copies of each and allow tutors to choose which template works best for them.

Thought-provoking questions

In keeping with the stated elements of a good lesson plan, we know that adults and young people often want to have a sense of control and choice. How can the lesson plan emphasize shifting control and power to the learners at each step along the way?