JDW LESSONS 3 & 5 DHVB & DHVE ENGLISH 19.12.22 SERIES 3/5
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Lesduur is: 45 minOnderdelen in deze les
Slide 1 - Tekstslide
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Slide 2 - Tekstslide
Ready to go!
At the start of the lesson, I welcome the students, names names, make small talk and pay attention to the well-being of the students.
Are the students are ready?
I demand 100% attention before starting the lesson and expresse high positive expectations that
are formulated specifically, concretely, coherently and observable.
Slide 3 - Tekstslide
Learning goal-oriented work
I provide clear, structured and challenging instruction focused on the learning objective. I know the learning objective will match the prior knowledge and level of the students.
Clearly formulated and
attainable learning goals ensure that students experience success and thus increase the student involvement in the lesson. It is clear to students what and how this lesson is being worked on.
I also pay attention to language goals and articulate calmly and clearly.
Slide 4 - Tekstslide
Activate knowledge
I activate relevant prior knowledge by means of a retrospective assignment. I actively and engagingly repeat the prior knowledge that students need to
understand the new content. In this way, I offer a stepping stone to connect new material to the previously learned material and to direct the further course of the study.
lesson. At the same time, misconceptions of students are made visible, where I can then focus and respond.
Slide 5 - Tekstslide
Activate knowledge
I activate relevant prior knowledge by means of a retrospective assignment. I actively and engagingly repeat the prior knowledge that students need to
understand the new content. In this way, I offer a stepping stone to connect new material to the previously learned material and to direct the further course of the study.
lesson. At the same time, misconceptions of students are made visible, where I can then focus and respond.
Slide 6 - Tekstslide
Activate knowledge
I activate relevant prior knowledge by means of a retrospective assignment. I actively and engagingly repeat the prior knowledge that students need to
understand the new content. In this way, I offer a stepping stone to connect new material to the previously learned material and to direct the further course of the study.
lesson. At the same time, misconceptions of students are made visible, where I can then focus and respond.
Slide 7 - Tekstslide
Activate knowledge
I activate relevant prior knowledge by means of a retrospective assignment. I actively and engagingly repeat the prior knowledge that students need to
understand the new content. In this way, I offer a stepping stone to connect new material to the previously learned material and to direct the further course of the study.
lesson. At the same time, misconceptions of students are made visible, where I can then focus and respond.
Slide 8 - Tekstslide
Activate knowledge
I activate relevant prior knowledge by means of a retrospective assignment. I actively and engagingly repeat the prior knowledge that students need to
understand the new content. In this way, I offer a stepping stone to connect new material to the previously learned material and to direct the further course of the study.
lesson. At the same time, misconceptions of students are made visible, where I can then focus and respond.
Slide 9 - Tekstslide
Activate knowledge
I activate relevant prior knowledge by means of a retrospective assignment. I actively and engagingly repeat the prior knowledge that students need to
understand the new content. In this way, I offer a stepping stone to connect new material to the previously learned material and to direct the further course of the study.
lesson. At the same time, misconceptions of students are made visible, where I can then focus and respond.
Slide 10 - Tekstslide
Activate knowledge
I activate relevant prior knowledge by means of a retrospective assignment. I actively and engagingly repeat the prior knowledge that students need to
understand the new content. In this way, I offer a stepping stone to connect new material to the previously learned material and to direct the further course of the study.
lesson. At the same time, misconceptions of students are made visible, where I can then focus and respond.
Slide 11 - Tekstslide
Activate knowledge
I activate relevant prior knowledge by means of a retrospective assignment. I actively and engagingly repeat the prior knowledge that students need to
understand the new content. In this way, I offer a stepping stone to connect new material to the previously learned material and to direct the further course of the study.
lesson. At the same time, misconceptions of students are made visible, where I can then focus and respond.
Slide 12 - Tekstslide
Activate knowledge
I activate relevant prior knowledge by means of a retrospective assignment. I actively and engagingly repeat the prior knowledge that students need to
understand the new content. In this way, I offer a stepping stone to connect new material to the previously learned material and to direct the further course of the study.
lesson. At the same time, misconceptions of students are made visible, where I can then focus and respond.
Slide 13 - Tekstslide
Activate knowledge
I activate relevant prior knowledge by means of a retrospective assignment. I actively and engagingly repeat the prior knowledge that students need to
understand the new content. In this way, I offer a stepping stone to connect new material to the previously learned material and to direct the further course of the study.
lesson. At the same time, misconceptions of students are made visible, where I can then focus and respond.
Slide 14 - Tekstslide
Activate knowledge
I activate relevant prior knowledge by means of a retrospective assignment. I actively and engagingly repeat the prior knowledge that students need to
understand the new content. In this way, I offer a stepping stone to connect new material to the previously learned material and to direct the further course of the study.
lesson. At the same time, misconceptions of students are made visible, where I can then focus and respond.
Slide 15 - Tekstslide
Conclusion
In the final phase of the lesson, I check whether the learning objective had been achieved by all students.
Together with the students, I evaluate the lesson, the process and look at what's happening in next weeks lesson.
Slide 16 - Tekstslide
Activate knowledge
I activate relevant prior knowledge by means of a retrospective assignment. I actively and engagingly repeat the prior knowledge that students need to
understand the new content. In this way, I offer a stepping stone to connect new material to the previously learned material and to direct the further course of the study.
lesson. At the same time, misconceptions of students are made visible, where I can then focus and respond.
Slide 17 - Tekstslide
Conclusion
In the final phase of the lesson, I check whether the learning objective had been achieved by all students.
Together with the students, I evaluate the lesson, the process and look at what's happening in next weeks lesson.
What did you think of our lesson today?
Please practice at home.
Please practice at home.
😒🙁😐🙂😃
Slide 18 - Poll
Conclusion
In the final phase of the lesson, I check whether the learning objective had been achieved by all students.
Together with the students, I evaluate the lesson, the process and look at what's happening in next weeks lesson.
Slide 19 - Tekstslide
Evaluation, summarize, rehearse, get feedback, plan forward.
