Contextual Analysis, Lesson Plan and Rationale

Contextual Analysis, Lesson Plan and Rationale

Part 3

In my project, I chose PPP i.e. Presentation - Practice - Production which is an approach for teaching structures for example vocabulary or grammar in a foreign language. The reason why I chose PPP is that it is actually split into 3 segments, shifting from a strict teacher control on the way to greater learner independence. In my opinion, PPP is an effectual and highly valuable approach to teach, for the reason that it makes planning quite simple and can be carried out by comparatively not so experienced teachers. I chose it because it depends on a basic vision of language learning; which mostly includes a lot more than just mechanical practice.

Controlled practice

It is a phase in a lesson where the learners get to practice or live out new language in a restricted form. It is often weighed against free practice, which is about learners generating language by means of the target content without restraint. However, Controlled practice in the classroom can still be carrying great weight regardless of its limitations. For instance, I can ask the learners to finish the following sentence derived from their experiences:

(What) was lost (when)?

Free practice

It is a phase in a lesson where the learners get to generate language by means of the target content without any restraints. It can be weighed against controlled practice, which is more about learners generating the language formerly focused on in a limited context. Free practice comes out in the production phase of a PPP lesson and can be the initial phase in models like ARC and TTT.

In addition to this, I chose Formative assessment for students' learning for the reason that it concentrates on how a young individual learns as he or she carry out the task. It made me far more capable to tune into the progress of the learner, rising up on up-and-coming difficulties and understandings. Formative assessment gives me the information which helped to change or modify the learning and teaching activities wherein the students are particularly involved.

I found this assessment quite effectual since it helped me concentrate on how the young students are learning.

Other than this I chose activities that support collaborative learning among learners due to the fact that learning and teaching ought to be a collaborative and interactive process, where teachers can discuss different things with students and raise unrestricted questions with the intention to build and share their knowledge. In this regard, formative assessment is derived from constructivist learning models and has been related directly to the ideas of Vygotsky on scaffolding, which offer teachers a major role in widening the understanding of children as it expands. Thus, formative assessment which is classroom based is an approach to better understand the thinking of the children and scaffolding their knowledge. In other words, the underlying principle or rationale for formative assessment is rooted tightly on our rising knowledge of how youngsters learn and the approach used that can be maintained ...