“Teaching is more effective and learning more successful when students participate in planning and initiating the lesson.”
This principle, emphasized by my professor during our professional education course, resonates deeply with me. He stressed that for students to truly grasp essential knowledge, their engagement in the planning process is crucial. This means that when crafting lesson plans, we must consider not only the activities themselves but also their feasibility and relevance to the learners.
​
To create an effective learning environment, objectives must be SMART—Specific, Measurable, Achievable, Relevant, and Time-bound—and should encompass the three domains of learning: cognitive, affective, and psychomotor. This holistic approach ensures that all aspects of student development are addressed.
​
When I began to design my lesson plans, I encountered some challenges. I was accustomed to the 7E model (Elicit, Engage, Explore, Explain, Elaborate, Extend, and Evaluate), which is commonly used in Science education. This structured format provided a clear framework for lessons, promoting deep understanding and engagement. However, upon arriving in Dong Thap, I discovered a different approach: the 3P's model (Presentation, Practice, and Production). While initially confusing, this new format presented an opportunity for growth and adaptation.
​​​​
A lesson plan is the instructor's road map of what students need to learn and how it will be done effectively during the class time. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning.
Teaching Plan
Attached here are the lesson plan checked and approved by the supervisor. You can access through clicking the icons below.
In my earlier blog, I mentioned that I am majoring in General Science, yet I found myself teaching English, which presented a unique challenge. Fortunately, our English Supervisor, Mr. Thuy, was incredibly supportive throughout this process. He consistently reviewed our lesson plans before our scheduled demonstrations, providing invaluable feedback that helped enhance our lessons and suggested more effective activities.
Mr. Thuy emphasized the importance of considering the students' levels of understanding, particularly since English is a foreign language for them. He advised us to tailor our instructions to make the material more accessible. One of his key recommendations was to speak slowly and clearly, ensuring that all students could follow along without feeling overwhelmed.
​
Additionally, he stressed the importance of prioritizing practice and production over lengthy discussions, aligning with the student-centered approach embedded in their curriculum. By focusing on hands-on activities and real-life applications, we were able to engage students more effectively and foster a deeper understanding of the language.
​
Thanks to Mr. Thuy's guidance, I felt more equipped to navigate the challenges of teaching English, ultimately leading to a smoother and more successful teaching experience.​
First meeting with our English supervisor, Mr. Thuy, during the Orientation Meeting