7-TKT CLIL: Lesson Planning I
Summary
TLDRThis 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
📘 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.
📚 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.
Mindmap
Keywords
💡Lesson Planning
💡CLIL TKT Test
💡Goals
💡Objectives
💡Outcomes
💡Specificity
💡Differentiation
💡Support
💡Learning Outcomes
💡Content Areas
💡Assessment
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
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