ideas to format a lesson plan to teach an introductory session for a mixed ability adult group?
955434
As I don't know that subject you teach or how far you've got on your course with them, I can only tell you what I do with my students, using my 1st lesson with them as an example.\n\n1. I started with an initial assessment-in my case, a health questionnaire, learning styles questionaire (VAK) and an individual learning plan (this plan contains the course outcomes/aims, room for teacher and student feedback and career/course progression advice and a questionnaire-what they know about Psychology, what they want to get out of the course etc). By the way, this is an individual, student centred activity.\n\n2. We then had a class discussion about the results of the questionnaire and I talked them through the structure and content of the course. These are whole class, teacher centred activities. At the end of the lesson, I also speak privately to students who have identified particular issues. E.g. One of my students is visually impaired, so I photocopy my worksheets etc onto yellow paper for her, so that she can read them more easily.\n\n3. We then had an icebreaker task-my favourite one is a variation on the child's game, I went to the shop and bought some....? I.e. Each student has to give his/her name and something that they want to do (it doesn't have to be real), the person next to them then has to say who the person is, what they want to do and then give their name & what they want to do, this carries on until I have to remember everyone's names and ambitions (the students are allowed to write the info down). This is a whole class teacher centred activity.\n\n4. To introduce a new topic (e.g. definition of Psychology), I ask  students to get into pairs and spend a couple of minutes coming up with ideas which they will feed back to the whole class. This is a student centred learning Activity (pair discussion). While this is happening, I draw a spidergram on the whiteboard.\n\n5. I ask each pair to give me their ideas which I then write on the board and the rest of the class writes all this down. This is a teacher centred whole class activity (class discussion).\n\n6. I then spend 15/20 minutes explaing what the students need to know about the topic (e.g. areas and applications of Psychology). This is a teacher-cented activity (teacher talk).\n\n7. I then give students a worksheet (e.g. gap fill) and ask them to complete it in groups. While the students complete this activity, I go round the class and offer individual student support, if necessary or offer an extension task (e.g. strengths and weaknesses of different areas of Psychology). This is a student centred learning activity (group discussion).\n\n8. We discuss the answers to the activities as a class. After that, the lesson is finished. This is a teacher centred, whole class activity.\n\nThis is only a rough outline of how I structure my lesson plans (in table format also including my aims, objectives, students' current knowledge, resources I will need and how I will meet each student's needs as previously described, as well as I how I will assess the students, e.g. through written homework), but I hope that it answers your question. By the way, you can also make sure that you've catered for evryone by putting everything the students need to know on a handout. Also, wherever possible get the more able students to explain things to the rest of the class and if possible get them to work with less able/less confident students. I've found that these approaches can work wonders. Finally, always structure your handouts etc at all levels. i.e. start simply (e.g. what does...mean?) and finish with an extension task, even if you don't discuss it as a group. This allows the keener or more able students to take things a bit further without putting pressure on the other students to keep up with them.\n\nFor further ideas, you could also read the following textbook:\n\nTeaching Today-Geoff Petty\n\nGood luck!
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The site listed below has a complete online textbook that is absolutely free and contains a well written, lucid approach to teaching this subject. \n\nHighly recommended!!\n\nhttp://www.io.com/~hcexres/textbook/
305622
Go to class one day with a big duffel/sports bag. Put anything in the bag - old newspapers, soft toys, you name it. Right at the top of the bag, put something that you think might interest your students - depending on their age and sex it might be a newly released CD, or a favorite sports magazine, or the latest in hand held PS2's. Make sure the bag is zipped closed. As you enter the classroom put the bag somewhere very obvious (but within easy reach of yourself). \nStart your class in the normal way, and somewhere within the first 5 minutes mention to them that you have a bag of goodies you want to use for today's class. But you first have to deal with some grammar/vocab/etc. Handle the class like you normally would. Maybe remind them that you have to finish the work to get to the bag with stuff. Make sure your face gets all excited when you mention the bag - they might start to wonder what is in the bag. Try to ignore the rowdy ones and concentrate on the well behaved ones. If the class gets very rowdy, just touch the bag, or maybe just take a sideways glance at it. Make sure your kids see this. \nNow, if the class didn't behave like you would have wanted them to behave, end the class (when time is up) with a sentence like, "Oh, I'm so sorry we didn't have time to look at what's in the bag. Act like they're not in class with you, open the bag, take out the noce goody at the top (zip up again and don't let them see what's at the bottom of the bag), and start paging through the magazine/take out your diskman and listen to the CD (making sure they see the cover)/ or do whatever you want to  with the goodie. \nDON'T say anything to them after that. Just shrug your shoulders if they have any comments.\nNow, say they were good, you could use that article in your class just before time's up. \nFor the next lesson they have with you, again bring your bag. This time make sure you have something they are really keen about, and that you have a plan on how to incorporate it in your classroom. Follow the same procedure as the first lesson. (If you used a CD the first time, maybe come to class listening to it over your diskman, or play it on the classroom CD player until they start to arrive for class.) Again, if they're not good - no bag. \nKeep this up for at least 4/5 lessons. Sometime during these 4/5 lessons, tell them that they didn't have time to work with the bag's contents, so that means they will have to do extra homework - the reason for this is that the contents of the bag would have helped them to understand something better/practice a grammar concept/practice some vocabs. But because they didn't get to the bag, they have to do extra homework to make up for the lack of practice.\nTry it. I used it on a few classes at different schools, with different age groups, and in all instances, it worked by the 3rd lesson. \nTo keep them on their toes afterwards, why don't you plan for some type of fun activity once every 4/5 lessons. Maybe help them to learn their favorite song's words. Let them bring their own CD's to class and have a listen to the CD day - be sure to have them rate each other's CD's and say why they like it/don't like it (all in good English, of course). \nTry not to involve the director or another teacher, if possible. This will show them that you can't handle them and they will feel totally in control Even if some are punished by the director, they will become martyrs, and you will be able to get less out of them. Always try to handle the problems without losing your cool. They like seeing teachers squirm - it is a natural drug for them! \nGood luck, and if you try it, let me know how it worked.
191410
The purpose of  your class is unclear so it is difficult to offer good suggestions.  How about having them do projects related to the countries they might work in?  I'm not sure of the purpose of teaching them technical writing???  What do you mean by "a technical class"?  Or have them demonstrate each other's skill areas so that they have to stretch a little?\n\nI wish I could be of more help.
1058179
Read to them and teach them to do things..any simple thing like making a grilled cheese sandwich or sorting laundry ....opens dialog and helps them with the learning process. Besides it can be good quality time together.
435351
START WITH YOUR TEACHER AS TO GETTING A PLAN TOGETHER
411679
The best and most overlooked way to improve classroom education of any kind is to introduce the use of boardgames.  I have tacght for over ten years all over the world, and only when I use boardgames do students voluntarily insist on extending their classes for two, three even four hours.  Not only that but they then show the most rapid improvement. \nCheck out the following websites for some useful background info.\n\nhttp://www.rpg.net/sites/edu/1-1.html\n\nhttp://www.rpg.net/sites/edu/1-2.html\n\nhttp://subscriptions.fasfind.com/wwwtools/m/208.cfm\n\nhttp://www.gama.org/uploads/nS/XX/nSXX7lbqv9r-V1glq3UvQg/GinEBrochure1.pdf\n\nGive it a try and you will be amazed.  At leat you will be helping to break the monopoly that the big textbook publishers have over the education industry.
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Give them small pieces of text so that they may follow along as you read to them.  Ultimately, you will want them to take turns reading aloud.  I know this has gone "out of fashion" in the classroom, but it really works.  You will be modeling tone, cadence, pronunciation, etc.  I am currently teaching a literacy unit in a tenth grade classroom.  We do this every day.  This is what they were missing......
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Start with having the students list some things they all share (same school, same town to live in, etc.). Then have them list differences (their parents all do different types of work, they live in different family setups, they worship/don't worship in different ways, they celebrate common holidays like July 4 in different ways, etc.). For their first class presentation, have them each present on something they do differently than anyone else in the class. For their second presentation, have each student present a different sub-culture living in the U.S.  For their third presentation, allow individual choice on a local, regional, national, and global scale.\n\nJust a thought.
80568
I agree role play is a very effective way to teach...\n\nsome additional suggestions:\nHave each student play both sides of any "scene" and then open the discussion up to comments from the entire class.\n\nYou could have a list of things to be discussed and have the first student draw a topic... who ever "answers" can be the next to draw a topic.
870304
Twenty pages of worksheets?  Are you joking?  That is just going to bore the students into bad behaviour.  Why not assign a different review activity?  Maybe assign each group a major vocab AND grammar concept from the semester, and have them design a game to test their classmates' knowledge of that area.  Or again, give groups a grammar and vocab concept and have them work together to write a script for a short play (or scene) that reviews that concept.  Let them work together to memorize the play and they can perform it when you return to show the work they did.  \n\nAs for English, if you normally spend the entire block in silent reading then I guess you could continue to do that.  But again, why not give the students something that actually ENGAGES them in the learning process?  Have them find a news story that reflects one of the central issues in the play.  When they come to class they can work in groups to discuss how their chosen story relates to the play.  Then ask them to swap news stories with a partner and write a letter to the editor relating that story to the play to current events to their opinions.\n\nThe worst thing you can do when you've got a sub is to give the kids mindless work, which seems to be exactly what you've got planned.  You're just asking for them to act out.
428393
Formatting Braille Documents\nSee in\nhttp://www.brl.org/intro/session10/format.html
40797
Hi! \nHere are some Internet resources that would help you out:\n\nhttp://tep.uoregon.edu/workshops/teachertraining/largeclasses/faq/faquo/classroom/classroom.html\n\nLarge Classes: Limiting the Chaos:\nhttp://www.adm.uwaterloo.ca/infotrac/tips/largeclasses_limitingthechaos.pdf\n\nClassroom Management Techniques and Tips: Workshop Handout from GMU Faculty Development Center:\nhttp://www.gmu.edu/cte/classroomanagement.doc\n\nClass Size and Writing:\nhttp://www.findarticles.com/p/articles/mi_qa4116/is_200504/ai_n13502917\n\nMeeting the Challenges of Larger Classes:\nhttp://www.utoronto.ca/ota/LargerClasses.pdf\n\nThere have also been a couple of books put out on this topic recently. Go to amazon.com and do a book search with "teaching large classes."\n\nHope this is helpful to you!! Happy New Year!!\n\nHope this helps.
584936
As a former teacher trainer in Asia,\n\nGotta set up a routine for you lesson. Let's say you have young ones, start with a song/chant, and then into your "grammar/language" lesson (the crappy books they give you to follow). Seatwork (appropriate for the level). Then end it off with a story. You can ask simple questions for the story, "Find something red. What page was the boy eating the ice cream?" Always good to add a few language games into your lesson. One simple game is for two students with swatters to hit the correct vocab card. Plain, but better than repeating the words. You can make up a whole bunch of language games. Try bingo, but with pics of vocab. Play Simon Says.\n\nI find when I was teachign ESL, my greatest problem and my teachers' greatest problem was the lack of resources. Here is a site: http://www.readinga-z.com/\n\nBuy a $50 yearly member ship and download the books. Get your school to pay for you. This will provide you with 100s of reading activities for ALL levels!
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Hopefully you'll find something in there it's over 55,000 teacher reviews on lessons plans and planning.Best Wishes.  \nhttp://www.lessonplanet.com/login.html?doc=http%3A%2F%2Fwww.lessonplanet.com%2F%3Fgclid%3DCMb7rbeRlYQCFSkMGgodz2ATpQ
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I would bring some age-appropriate materials to give them a sense of how our language mixes with our culture.\n\nSomething like a menu from McDonald's or KFC would be ideal as they are most likely well aware of may items on the menu in their own language.\n\nYou could also introduce them to some American summer camp ideas like different camp foods, games and classic sing-along songs.\n\nThe key is to engage them as directly as possible and encourage them to interact utilizing the language as much as possible.\n\nIn terms of "what" you should teach, I think it is prudent to see where they are coming form.  Many of them may already have a basic understanding of English.  Context may be the issue there.  If they are staring with NO vocabulary, start with the conversational basics.
423747
if the class is new to itself and the sts dont know each other then either do some fun questionnaires or try a throing ball game where you shout out the sts name before throwing it to them to get them all used to each other. if its only you that is new then teacha few ordinary lessons first, dont lose their respect by trying to be too fun at first, let them see that you are a teacher first and then as you get to know then and they you, you can reward them with some fun games.