7-TKT CLIL: Lesson Planning I

Summary

This video script offers a comprehensive guide to lesson planning for the CLIL TKT test, emphasizing the importance of distinguishing between goals, objectives, and outcomes. It uses an inverted triangle model to illustrate the increasing specificity from goals to outcomes, providing examples for clarity. The script also explores the concepts of teaching objectives, learning outcomes, and the significance of differentiation and support in lesson planning. It concludes with recommended resources for further study and preparation.

Takeaways

• 📚 The video discusses lesson planning for the CLIL TKT test, focusing on the distinction between goals, objectives, and outcomes in lesson planning.
• 🔍 An inverted triangle model is used to illustrate the increasing specificity from goals to objectives to outcomes.
• 🎯 Goals are broad, objectives are more specific than goals but less specific than outcomes, and outcomes are the most specific.
• 📈 The specificity of educational targets increases as one moves down the inverted triangle, from general goals to precise outcomes.
• 📝 Examples are provided to clarify the differences, such as teaching about social media's impact on teenagers, with varying levels of specificity.
• 👨‍🏫 Teaching objectives can be phrased from the teacher's or student's perspective, indicating what the teacher intends to teach.
• 👩‍🎓 Learning outcomes describe student expectations, what they are supposed to learn and be able to do, and are seen from the student's perspective.
• 🔑 Learning outcomes help teachers fine-tune their strategies and assess students more appropriately, and help students track their progress.
• 📚 Examples of learning outcomes are given for different subjects, emphasizing the specificity required in each case.
• 🤝 Differentiation and support are discussed as important concepts in lesson planning, especially for the TKT CLIL test.
• 🔄 Differentiation involves adjusting content for students' capabilities, while support can be provided before, during, and after lessons.
• 📚 The video suggests resources for further understanding, including the TKT CLIL course module, handbook for teachers, and other relevant texts.

Q & A

What is the main topic of the video script?

The main topic of the video script is lesson planning for the CLIL TKT (Teaching Knowledge Test) and understanding the differences between goals, objectives, and outcomes in the context of lesson planning.

How does the video script describe the relationship between goals, objectives, and outcomes?

The video script uses an inverted triangle to illustrate the relationship, with goals being the broadest, objectives being more specific than goals but less specific than outcomes, and outcomes being the most specific.

What is an example of a broad goal mentioned in the script?

An example of a broad goal mentioned in the script is teaching students about media manipulation in general.

Can objectives be phrased from the perspective of the teacher or the students? If yes, how?

Yes, objectives can be phrased from both the teacher's and the students' perspectives. For example, a teacher-centered objective might be 'The teacher will teach the impacts of social media on teenagers,' while a student-centered objective could be 'Students will understand the impacts of social media on teenagers.'

What is the difference between a teaching objective and a learning outcome as explained in the script?

A teaching objective, which can also be called a learning objective, is what the teacher intends to teach and is more specific than a goal but less specific than an outcome. A learning outcome, on the other hand, describes what students are expected to learn and be able to do, and it is seen from the perspective of the students.

How does the script suggest assessing students more appropriately?

The script suggests that by being more specific about what is being taught, teachers can assess their students more appropriately. This specificity helps in fine-tuning teaching strategies and provides clear expectations for students.

What is the purpose of using learning outcomes in the context of the script?

The purpose of using learning outcomes is to set clear expectations for students about what they are supposed to learn and be able to do. This helps students track their progress and prepare for assessments.

Can you provide an example of a learning outcome from the script related to social media?

An example of a learning outcome related to social media from the script is 'Students will be able to assess how social media posts use language to manipulate teenagers.'

What is the main difference between differentiation and support as discussed in the script?

Differentiation refers to adjusting content for students who are more or less capable within a specific learning outcome or target, which can involve differentiating the input or the output. Support, on the other hand, is a broader term that involves providing assistance to students before, during, and after the lesson, regardless of differentiation needs.

What are some examples of differentiation provided in the script?

Examples of differentiation provided in the script include pairing students, limiting or focusing the content of the lesson, providing question starters, and offering sentence frames for students to produce sentences.

What are some resources mentioned in the script for preparing for the TKT CLIL test?

The script mentions the TKT CLIL course module, the TKT handbook for teachers, and other books that provide a general understanding of the concepts and content the test will focus on.

Outlines

00:00

📘 Lesson Planning and CLIL TKT Preparation

This paragraph introduces the topic of lesson planning, particularly in the context of the CLIL TKT (Teaching Knowledge Test). It emphasizes the importance of distinguishing between goals, objectives, and outcomes in educational planning. The speaker uses an inverted triangle model to illustrate the increasing specificity from goals to outcomes. Examples are provided to clarify the differences, such as teaching about social media's impact on teenagers. The paragraph also discusses the perspective from which objectives and outcomes are written, noting that outcomes are more student-centered and specific, aiding both teachers in planning and assessing, and students in tracking their progress.

05:01

📚 Differentiation and Support in Lesson Planning

The second paragraph delves into the concepts of differentiation and support within lesson planning, which are crucial for the TKT CLIL test. Differentiation refers to tailoring content to meet the varying capabilities of students, either by adjusting the input or the output. Examples of differentiation include pairing students, narrowing lesson focus, and providing question starters or sentence frames. Support, on the other hand, is a broader concept that encompasses assistance before, during, and after lessons. The paragraph suggests using visuals, presenting information in various ways, paraphrasing, and using a glossary or synonyms as forms of support. The speaker also recommends several resources for further understanding, including the TKT CLIL course module, the TKT handbook for teachers, and other educational texts.

Keywords

💡Lesson Planning

Lesson planning is the process of designing instructional experiences for students. It is central to the video's theme as it discusses how to prepare for the CLIL TKT test, which assesses teachers' abilities to plan lessons that integrate language and content learning. The script uses the concept to introduce the inverted triangle model for establishing goals, objectives, and outcomes.

💡CLIL TKT Test

The CLIL TKT (Teaching Knowledge Test) is a specific assessment mentioned in the video that evaluates teachers' competencies in planning and delivering lessons using a Content and Language Integrated Learning approach. The test is a key focus of the video, guiding the discussion on lesson planning strategies and their importance for success in the exam.

💡Goals

In the context of the video, goals are broad educational aims that teachers have for their students. They are the starting point of the inverted triangle model and are less specific than objectives or outcomes. For example, the script mentions a goal where students will learn about media manipulation.

💡Objectives

Objectives are more specific than goals and serve as a bridge to achieving outcomes. They can be phrased from the teacher's or student's perspective and are a critical component of lesson planning. The video uses the example of students understanding the impacts of social media on teenagers to illustrate an objective.

💡Outcomes

Outcomes are the most specific level of the educational planning hierarchy and represent what students are expected to learn or be able to do. They are distinct from objectives by adding specificity about the impact and target, such as assessing how social media posts manipulate teenagers.

💡Specificity

The concept of specificity is used in the video to describe the increasing level of detail as one moves from goals to objectives to outcomes. It is a key aspect of the inverted triangle model and is essential for understanding how to make educational plans more targeted and measurable.

💡Differentiation

Differentiation in the video refers to the adjustment of content to meet the needs of students with varying capabilities. It is an important part of lesson planning, especially in the context of the TKT CLIL test, as it ensures that all students can engage with and progress in their learning.

💡Support

Support, as discussed in the video, is a broader term that encompasses various strategies to assist students in their learning process. It can be provided before, during, and after the lesson and is crucial for helping students overcome difficulties and understand complex content.

💡Learning Outcomes

Learning outcomes are the expectations set for what students should be able to demonstrate after a lesson or course. They are described from the perspective of students and are used in the video to highlight the importance of clear, measurable objectives that guide teaching and assessment.

💡Content Areas

Content areas refer to the various subjects or disciplines taught in an educational setting, such as literature, history, or science. The video mentions these areas in the context of CLIL, where subjects are taught through the medium of a target language, emphasizing the integration of language and content learning.

💡Assessment

Assessment in the video pertains to the process of evaluating students' learning and is closely related to the specificity of learning outcomes. It helps teachers to measure whether the intended learning has occurred and allows students to track their progress towards those outcomes.

Highlights

Introduction to lesson planning for the CLIL TKT test and the importance of understanding lesson planning for success.

Explanation of the difference between goals, objectives, and outcomes in lesson planning, using an inverted triangle model.

Goals are broad, objectives are more specific than goals but less than outcomes, and outcomes are the most specific.

Examples of how specificity increases as one moves from goals to objectives to outcomes in the context of teaching about social media.

Teaching objectives can be phrased from the teacher's or student's perspective, affecting the specificity of the lesson.

Learning outcomes describe student expectations and are more specific than teaching objectives, aiding in teaching strategies and student assessment.

Learning outcomes help students track their progress and prepare for assessments.

Examples of learning outcomes in different subjects, emphasizing the specificity required in each.

Differentiation and support in lesson planning, distinguishing between the two concepts.

Differentiation involves adjusting content for students' capabilities, while support is a broader term for assisting students throughout the lesson.

Examples of differentiation strategies, such as pairing students and limiting lesson focus.

Support strategies include providing visuals, paraphrasing, and using a glossary or synonyms.

The importance of offering support before, during, and after the lesson to accommodate different learning needs.

Recommendation of resources for further understanding of lesson planning and CLIL TKT test preparation.

Suggestion to start with the TKT CLIL course module and the TKT handbook for teachers.

Mention of additional books as sources for understanding general concepts and content focused on by the TKT test.

Conclusion and anticipation of the next video in the series.

Transcripts

hello everybody so in this video we're

going to cover

lesson planning in cleo or lesson

planning for the clil tkt

test and what we need to know to be

successful

uh in the test when it comes to the

topic of lesson planning

or planning lessons so let us begin with

making the difference or establishing

differences between

what goals objectives and outcomes

specifically learning

outcomes are so based on this graph or a

picture

of an inverted triangle we can see that

as we go down from goals to objectives

and all the way to outcomes

we get more and more specific right

goals are broader

objectives are more specific than goals

but less specific than outcomes

and outcomes are more specific than

both objectives and goals so as we go

down

um down the triangle the level of

specificity

um gets higher right that's the idea so

let's see some examples here so if i'm

teaching

a class on social media i could have

um as a goal that my students will learn

about media manipulation

so manipulation in general that's a very

broad goal

now if i'm making this an objective

and objectives can be phrased from the

perspective of the teacher

or from the perspective of the students

one example could be

students will understand the impacts of

social media on teenagers

again more specific than the first one

but still a little broad

if i want to get even more specific i

could say

for example as an outcome students will

assess

how social media posts use language to

manipulate teenagers

so notice the level of specificity now

i'm talking about

manipulation of teenagers by using

social media not the impacts in general

i'm talking about one specific type of

impact

and that's how the outcome differs from

the objective

and the objective different differs from

the outcome in that

it adds um social media

as a more specific element and it adds

teenagers as the target

here right of that impact so

notice how clear

we get as we go down at the list

so let's see again the differences

between teaching objectives

and learning outcomes now um

or sometimes teaching objectives are

also called learning objectives so

i'm putting those names here because

you'll see them

differently expressed in the literature

so when i

as a teacher write an objective i'm

talking about what i intend to teach

so they are specific in that they're

more specific than the goal

but they're less specific than the

outcome itself

they can be instructor centered or

student center so i can say

the teacher will teach the impacts and

effects of social media

or students will understand

the impacts and effects of social media

et cetera

um and of course my objectives are

part of the path or a bridge to

producing

my learning outcome so because when i'm

writing my learning outcomes i'm

describing

the expectations uh to students

what are students supposed to learn and

be able to do

right so um for me as a teacher it helps

me fine tune my teaching strategies fine

tune

what i'm going to teach but this is

really seen from the perspective

of students and of course it'll help me

as a teacher assess my students more

appropriately

because i'm being more specific about

what it is i'm teaching

and from a student's perspective it

helps them track their progress

and plan for whatever type of assessment

they have to face

okay again some examples here of an

objective

students will understand the impacts and

effects of social media

on teenage behavior and then as a

learning outcome

i have the phrase students will be able

to assess

how social media posts use language to

manipulate teenagers

that's actually not a phrase that's a

sentence so

um let's see some examples of learning

outcomes

by subject because we talk when we talk

about clil

we're not talking about um just language

we're talking about content areas

um they're being taught

through a target language in this case

which interests us for the

tkt clue test we're talking about

english

so literature students will be able to

identify examples of symbolism

again specific in stories very specific

and use it in their own writing an

example of a history learning outcome

students will be able to analyze how

american immigration history

relates to current trends in american

policy

again immigration history american

policy

those are the elements that ground my

learning outcome

and if i'm teaching first aid which is

related to science students will be able

to demonstrate

the four steps used to administer cpr

again four steps cpr those are the

elements to help me ground

here or ground my learning outcome and

when i'm talking about um writing

lesson plans i also have to mention

differentiation and support

to major concepts um in the tkt clio

test

because it's important to establish this

difference

in light of the fact that

differentiation is a type of support

so what is the main difference between

them or am i talking about

the same thing so when i say

differentiation i'm basically talking

about adjusting content

to students who are more capable or less

capable

um within that um

outcome or target or whatever it is that

i'm learning

i mean that they're learning and i'm

teaching so

and when we talk about differentiation i

could i can differentiate

input the content itself or the output

what the students will produce

so let me see some examples here i can

differentiate by pairing students

so for example a student who's

struggling with a more able peer

a student who knows a little better or i

can limit or focus

my samples i can limit my samples are

the focus of my lesson

so if i'm if i have a broad focus i can

have a more narrow focus and then

another narrow focus following and the

narrow focus following

so i can adjust the content and limit it

to so that students can progress

more easily i can provide question

starters

to help my students ask questions i can

provide sentence frames

if i'm having if i'm asking them to

produce sentence

sentences or if i'm having them produce

sentences

and those are examples of

differentiation and support

is a more broad term i can offer support

before

during and after lesson and despite

differentiation needs i should always

provide support to my students

or be ready to provide it if they need

it so

some examples if i'm teaching a text

that is too difficult

i can before the lesson add visuals and

diagrams to help them understand

or i can present information in

different ways

to help different types of students see

the information again and again

or in the format that they're more

sensitive to or more

open to and during the lesson i can also

paraphrase information

i can use a glossary i can use synonyms

because by doing all of these i'm

offering support to my students

so those are different ways of

differentiating and

of providing support and some clear

resources that we always

offer that served as source texts for

the information here

i would start from the middle of the tkt

of course tkt cleo course module

a very uh useful book for preparing for

the tkt course

and to its uh right

i would mention the tkt uh handbook for

teachers to get a clear handbook for

teachers

and the other three texts there are to

the right or to the left of these

are books they're very good sources for

understanding

um the general concepts and content

that the test will focus on so i hope

you have found this

useful and i see you in the next video

bye