{"CACHEDAT":"2026-04-14 02:57:05","SLUG":"scilmi-lesson-planning-WsIb0fRlyy","MARKDOWN":"## ==DRAFT (Jasmin & Inés):== General **Lesson Plan Input/Checklist/Template**\n\n### **Important considerations for a lesson plan:**\n\no  What are the aims (objectives) of the lesson?\n\no  What is my procedure?\n\no  What (sequence of) tasks, activities, etc. will I use?\n\n ![](/api/attachments.redirect?id=ded3b886-824c-4c7c-8bb2-822fc7c0c9f7 \" =463x321\")\n\n### **Essential elements of a (formal) lesson plan** (Grimm et al. 2015, 228; Scrivener 2011, 132-143):\n\n* Overall aim(s) of the lesson/teaching sequence (can-do statements)\n* A detailed, chronological stage-by-stage description\n * Description of activities(learner(s), teacher(s))\n * Aims of the individual activities\n * Materials & digital tools\n * Estimated timing (realistic!)\n* Specific aims of individual activities/phases\n * Infinitives of purpose: to get students thinking about …, to involve students actively, to invite students to speak, to help students concentrate on … etc.\n * Gerund: raising curiosity and interest, activating prior knowledge, encouraging students to work autonomously, personalising the speaking activity, listening for gist, scanning the text for details etc.\n * Can-do statements : by the end of this lesson / this activity students will be able to …\n* Mark sections/activities clearly in your lesson plan\n* Tasks and task instructions:\n * Classroom arrangements: Work in pairs/in groups of/on your own / individually …\n * Timing: You have 10 minutes for this / to carry out this task. / You will be given five minutes to… /There are five minutes left.\n * Tasks instructions: \\[operators!\\] o\tBalanced teaching (avoid overkill by applying too many different methods, visual aids etc. within one lesson) o\tIf applicable: language focus (target language items) o\tOptional: Social forms, space for reflection o\tLesson planning self-evaluation questions (Newby et al. 2007, pp. 33-37 )\n* Balanced teaching (avoid overkill by applying too many different methods, visual aids etc. within one lesson)\n* If applicable: language focus (target language items)\n* Optional: Social forms, space for reflection\n* Lesson planning self-evaluation questions (Newby et al. 2007, pp. 33-37)\n\n### **Objectives:**\n\n\n1. I can identify curriculum requirements and set learning aims and objectives suited to my learners' needs and interests.\n2. I can plan specific learning objectives for individual lessons and/or for a period of teaching.\n3. I can set objectives which challenge learners to reach their full potential.\n4. I can set objectives which take into account the differing levels of ability and special educational needs of the learners.\n5. I can decide whether to formulate objectives in terms of skills, topics, situations, linguistic systems (functions, notions, forms etc.).\n\n### **Lesson Content:**\n\n\n1. I can structure lesson plans and/or plan for periods of teaching in a coherent and varied sequence of content.\n2. I can vary and balance activities to include a variety of skills and competences.\n3. I can identify time needed for specifi c topics and activities and plan accordingly.\n4. I can design activities to make the learners aware and build on their existing knowledge.\n5. I can vary and balance activities to enhance and sustain the learners' motivation and interest.\n6. I can vary and balance activities in order to respond to individuals learners' learning styles.\n7. I can take on board learners' feedback and comments and incorporate this in future lessons.\n8. I can involve learners in lesson planning.\n\n### **Organisation:**\n\n\n1. I can select from and plan a variety of organisational forms (frontal, individual, pair, group work) as appropriate.\n2. I can plan for learner presentations and learner interaction.\n3. I can plan lessons and periods of teaching with other teachers and/or student teachers (team teaching, with other subject teachers etc.).ç\n\n### **Additional/specific features of SciLMi lesson plans:**\n\n* Both digital and analogue lesson plans are okay. Wherever possible, we will try to provide analogue variants/options.\n* Student target groups: 10-18.\n\n==DRAFT (Jasmin & Inés):== **Problem-based approach for developing SciLMi lesson plans**\n\n- [ ] **Define the objectives of your lesson plan.**\n - [ ] Make sure you select a suitable SciLMi competence.\n - [ ] Make sure you define a learning objective according to the curriculum and the level of your students.\n\n \\\n- [ ] **Select a controverted context related to a socio-scientific issue. It should:**\n - [ ] Be a relevant and close context to your students (e.g. using news and information extracted from social media that are controverted and doubtful can be useful to analyse its credibility).\n - [ ] Be formulated as a relevant and real/plausible problem, and in an ill-structured manner.\n - [ ] Allow to underscore the beliefs and limitations of your students to analyse them in a critical way.\n\n \\\n\n\n- [ ] **Design a learning situation that allow students to foster their abilities.**\n - [ ] Make sure the tasks/activities you design are focused on promoting the SciLMi competence, while learning about an SSI topic related to their curriculum. ==\\*==\n\n For this you can use the grey items (HOWs) of our framework, or develop your own sequence of steps, if needed.\n - [ ] Provide guiding questions to guide your students through the learning process, according to the steps you set.\n - [ ] Define clearly the role of your students, especially when it is group work where each member has different functions.\n - [ ] Select the learning outcome for your sequence (e.g. an oral presentation, written materials, etc.). ==\\*\\*==\n\n \\\n\n\n- [ ] **Make sure you create a suitable learning environment. Make sure that classroom environment:**\n - [ ] Allows your students to formulate questions, doubts and opinions.\n - [ ] Fosters different perspectives of the problem (open-mindedness).\n - [ ] Fosters independent opinion based on evidence rather than the majority opinion.\n\n \\\n\n\n- [ ] **Evaluate the progress of your students regarding the SciLMi competence.**\n - [ ] Elaborate a rubric to evaluate the progress of your students regarding the SciLMi competence. For this, you can use the steps you set in section 3a as a starting point for defining the 'achievement indicators'.\n\n \\\n\n\n---\n\n==\\*Establishing connections with prior knowledge is highly recommended.==\n\n==\\*\\* Be aware that complex problems often have several potential solutions. In that sense, promoting divergent thinking is desirable as it fosters open-mindedness, and *vice versa*.== \n\n\n### References\n\nAllen, D. E., Donham, R. S., & Bernhardt, S. A. (2011). Problem-based learning. *New directions for teaching and learning, 128*, 21-29. doi: [https://doi.org/10.1002/tl.465 ](https://doi.org/10.1002/tl.465)\n\nMartínez-Pena, I. & Puig, B. (2024). Cómo enseñar 'ignorancia crítica' y 'humildad epistémica', las armas contra la desinformación. *The Conversation*. URL: \n\nRinehart, R. W., Duncan, R. G., Chinn, C. A., Atkins, T. A., & DiBenedetti, J. (2016). Critical design decisions for successful model-based inquiry in science classrooms. *International Journal of Designs for Learning, 7*(2), 17-40. doi: [https://doi.org/10.14434/ijdl.v7i2.20137 ](https://doi.org/10.14434/ijdl.v7i2.20137)\n\nTawfik, A. A., Trueman, R. J., & Lorz, M.M. (2013). Designing a PBL Environment Using the 3C3R Method. *International Journal of Designs for Learning, 4*(1), 11-24. doi: [https://doi.org/10.14434/ijdl.v4i1.3151 ](https://doi.org/10.14434/ijdl.v4i1.3151)","HTML":"

DRAFT (Jasmin & Inés): General Lesson Plan Input/Checklist/Template

\n

Important considerations for a lesson plan:

\n

o  What are the aims (objectives) of the lesson?

\n

o  What is my procedure?

\n

o  What (sequence of) tasks, activities, etc. will I use?

\n

\"\"

\n

Essential elements of a (formal) lesson plan (Grimm et al. 2015, 228; Scrivener 2011, 132-143):

\n\n

Objectives:

\n
    \n
  1. I can identify curriculum requirements and set learning aims and objectives suited to my learners' needs and interests.
    2. \n
  2. I can plan specific learning objectives for individual lessons and/or for a period of teaching.
    3. \n
  3. I can set objectives which challenge learners to reach their full potential.
    4. \n
  4. I can set objectives which take into account the differing levels of ability and special educational needs of the learners.
    5. \n
  5. I can decide whether to formulate objectives in terms of skills, topics, situations, linguistic systems (functions, notions, forms etc.).
    6. \n
\n

Lesson Content:

\n
    \n
  1. I can structure lesson plans and/or plan for periods of teaching in a coherent and varied sequence of content.
    2. \n
  2. I can vary and balance activities to include a variety of skills and competences.
    3. \n
  3. I can identify time needed for specifi c topics and activities and plan accordingly.
    4. \n
  4. I can design activities to make the learners aware and build on their existing knowledge.
    5. \n
  5. I can vary and balance activities to enhance and sustain the learners' motivation and interest.
    6. \n
  6. I can vary and balance activities in order to respond to individuals learners' learning styles.
    7. \n
  7. I can take on board learners' feedback and comments and incorporate this in future lessons.
    8. \n
  8. I can involve learners in lesson planning.
    9. \n
\n

Organisation:

\n
    \n
  1. I can select from and plan a variety of organisational forms (frontal, individual, pair, group work) as appropriate.
    2. \n
  2. I can plan for learner presentations and learner interaction.
    3. \n
  3. I can plan lessons and periods of teaching with other teachers and/or student teachers (team teaching, with other subject teachers etc.).ç
    4. \n
\n

Additional/specific features of SciLMi lesson plans:

\n\n

DRAFT (Jasmin & Inés): Problem-based approach for developing SciLMi lesson plans

\n\n\n\n

For this you can use the grey items (HOWs) of our framework, or develop your own sequence of steps, if needed.

\n\n\n\n
\n

\\*Establishing connections with prior knowledge is highly recommended.

\n

\\\\ Be aware that complex problems often have several potential solutions. In that sense, promoting divergent thinking is desirable as it fosters open-mindedness, and vice versa. 

\n

References

\n

Allen, D. E., Donham, R. S., & Bernhardt, S. A. (2011). Problem-based learning. New directions for teaching and learning, 128, 21-29. doi: https://doi.org/10.1002/tl.465

\n

Martínez-Pena, I. & Puig, B. (2024). Cómo enseñar 'ignorancia crítica' y 'humildad epistémica', las armas contra la desinformación. The Conversation. URL: <https://theconversation.com/como-ensenar-ignorancia-critica-y-humildad-epistemica-las-armas-contra-la-desinformacion-227393>

\n

Rinehart, R. W., Duncan, R. G., Chinn, C. A., Atkins, T. A., & DiBenedetti, J. (2016). Critical design decisions for successful model-based inquiry in science classrooms. International Journal of Designs for Learning, 7(2), 17-40. doi: https://doi.org/10.14434/ijdl.v7i2.20137

\n

Tawfik, A. A., Trueman, R. J., & Lorz, M.M. (2013). Designing a PBL Environment Using the 3C3R Method. International Journal of Designs for Learning, 4(1), 11-24. doi: https://doi.org/10.14434/ijdl.v4i1.3151

","UPDATEDAT":"2026-03-05T11:01:54.593Z","ID":"90585cf8-99a7-46b5-9085-eb8e2867a4da","TITLE":"SciLMi Lesson Planning"}