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DIFFERENT TYPES OF LESSON

PLAN

JAMMANG MEKHAEL S,

Date Submitted
Sept 15,2023
Course
Professional Education [ Prof- ED ]
Mrs. Amada S, Ruste
 Inductive and Deductive Instruction

Two very distinct and opposing

instructional approaches are
inductive and deductive. Both
approaches can offer certain
advantages, but the biggest
difference is the role of the
teacher. In a deductive classroom,
the teacher conducts lessons by
introducing and explaining
concepts to students, and then
expecting students to complete
tasks to practice the concepts; this
approach is very teacher-centred.
Conversely, inductive instruction
is a much more student-centred
approach and makes use of a
strategy known as ‘noticing’. Let’s
take a closer look at the
differences between inductive and
deductive instruction, and find out
how noticing can be used in the
language classroom to better
facilitate student learning.

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 What is deductive instruction?
A deductive approach to
instruction is a more teacher-
cantered approach. This means
that the teacher gives the
students a new concept, explains
it, and then has the students
practice using the concept. For
example, when teaching a new
grammar concept, the teacher
will introduce the concept,
explain the rules related to its
use, and finally the students will
practice using the concept in a
variety of different ways.
According to Bob Adamson, “The
deductive method is often
criticized because: a) it teaches
grammar in an isolated way; b )
little attention is paid to
meaning; c) practice is often
mechanical.” This method can,
however, be a viable option in
certain situations; for example,
when dealing with highly
motivated students, teaching a
particularly difficult concept, or
for preparing students to write
exams.
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What is inductive instruction?
In contrast with the deductive method,
inductive instruction makes use of student
“noticing”. Instead of explaining a given
concept and following this explanation with
examples, the teacher presents students with
many examples showing how the concept is
used. The intent is for students to “notice”, by
way of the examples, how the concept works.
Using the grammar situation from above, the
teacher would present the students with a
variety of examples for a given concept
without giving any preamble about how the
concept is used. As students see how the
concept is used, it is hoped that they will
notice how the concept is to be used and
determine the grammar rule. As a conclusion
to the activity, the teacher can ask the
students to explain the grammar rule as a
final check that they understand the concept.
they will notice how the concept is to be used
and determine the grammar rule. As a
conclusion to the activity, the teacher can ask
the students to explain the grammar rule as a
final check that they understand the concept.
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How can teachers help their students practice ‘noticing’?
In the 1990s researchers explored the role that ‘noticing’ a grammatical construct played in learning
that structure. They hypothesized that learners needed to notice a structure in order to hold it in their
short- or long-term memory. Although the value of the concept to grammatical acquisition is still
under debate (See http://www-writing.berkeley.edu/TESL-EJ/ej23/a2.html), the overall value of
responding promptly to questions and observations of learners cannot be dismissed nor can the role
that awareness and consciousness play in the development of metalinguistic knowledge.

What is noticing?
Noticing is the process of students becoming aware of something in particular; as mentioned above in
the inductive approach, noticing can be used to teach a grammar concept when students are given the
examples, and they come to understand the rule by noticing what those examples have in common. In
a more general classroom situation, noticing can be used in many ways:

When teachers speak at a more advanced level,

they are giving the students constant
opportunities to notice the differences between
the teacher’s speech and theirs. This way each
student can become aware of the differences at
his own pace.
Teachers can provide students with
opportunities for noticing simply by putting
posters up in the classroom in the target
language. As before, when the students are
ready to notice the difference, they will.
Language ladders (see the Functions of
Language page) are also to promote students’
noticing skills. Once they understand what
each rung on the ladder means, they can
understand how they all fit together and how
they differ.
How can a teacher decide which method is the
best choice for a given topic?
Both deductive and inductive sequences are
valuable for teaching concepts, generalizations,
processes, and skills. The teacher must decide
which to select given the learning outcomes
desired and the composition of the class. When
choosing, the teacher should consider a
number of factors:
How personalized should the learning be?
Students will usually be more involved in the
learning experience and tend to participate
more actively when an inductive approach is
used. If a deductive approach is chosen, it is
important to structure the learning experience
in order to draw on students’ prior experiences
and learning, and to provide for their active
involvement.
Should learning experiences be predictable?
The deductive approach is more predictable
because the teacher selects the information and
the sequence of presentation.
What depth of understanding and rate of
retention is desired? Students tend to
understand and remember more when learning
occurs inductively.
How much time is available to teach the
material? The deductive approach is faster and
can be an efficient way to teach large numbers
of facts and concrete concepts.
Instructional methods tend to be either
deductive or inductive, although some methods
use both. Many lessons can include both
approaches.

Information taken from Saskatchewan Education: Making Instructional Choices.

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Eliciting
Eliciting (elicitation) is term which
describes a range of techniques which enable
the teacher to get learners to provide
information rather than giving it to them. One
of the many teaching techniques we can
use in the English as a foreign language
classroom is eliciting. Eliciting is a range of
techniques which are used by teachers to
get information from students. Eliciting is
used to get students to come up with
vocabulary items, word meanings, ideas or
associations.
Why do we use elicitation in the
EFL classroom?
More and more we are moving towards
student-centred classrooms. Traditionally,
teachers stood at the front of the classroom and
gave information to students who were passive
participants in the lesson, but these days we
prefer to give the students more power in the
lesson and allow them to do more work. As a
result, instead of the teacher giving answers to
the students all the time, we encourage the
students to contribute what they already know
to the lesson. This further helps them to build
on their foundation of knowledge.

5 Ways To Elicit Effectively In The EFL Classroom

One of the many teaching techniques we can use in the English as a foreign language classroom is
eliciting. Eliciting is a range of techniques which are used by teachers to get information from
students. Eliciting is used to get students to come up with vocabulary items, word meanings, ideas or
associations.

Why do we use elicitation in the EFL classroom?

More and more we are moving towards student-centred classrooms. Traditionally, teachers stood at
the front of the classroom and gave information to students who were passive participants in the
lesson, but these days we prefer to give the students more power in the lesson and allow them to do
more work. As a result, instead of the teacher giving answers to the students all the time, we
encourage the students to contribute what they already know to the lesson. This further helps them to
build on their foundation of knowledge.
it. Follow up your acting with counter-productive. During
Eliciting concept checking questions your lesson planning decide
How can we use elicitation in to make sure everyone what can be elicited and
the EFL classroom? interpreted your actions make sure you are prepared
There are a few guidelines for correctly. to do so – be it with pictures
eliciting: If a picture won’t work, or easy explanations.
Use pictures describe the word or Don’t flog a dead horse
Pictures are the easiest way situation. Use definitions, Sometimes even with the
to elicit a particular item, synonyms and antonyms to best of intentions, our
especially if a word lends provide a context to try to students won’t know what on
itself to visual elicit words or meaning. earth we are trying to elicit
representation. Use pictures and will guess everything
whenever you can but be Don’t try to elicit everything under the sun except what
careful that your pictures are Eliciting is a useful technique we are looking for. This is
not ambiguous. if it is used appropriately. pointless and frustrating for
Use actions However, you need to be everyone. If your students
If you are eliciting an action, careful not to turn your are struggling to understand
the most effective way to do lessons into guessing games, your elicitation, give them
it (if your miming skills are which may be fun but can the answer and move on.
up to scratch) is simply to do also be frustrating and

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Elicitation is a technique that Elicitation should be a part of you know how to do it
should definitely be a part of every lesson, so make sure effectively and appropriately.
your teaching arsenal.

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Demonstrations of Learning: Exhibitions, Portfolios, and Capstones
Providing students the opportunity to demonstrate their learning progress and achievement is the cornerstone
of the district’s approach to proficiency-based education, promotion, and graduation. All students are expected
to demonstrate achievement of the knowledge, skills, and work habits articulated in the content-area standards
of the Maine Learning Results and the cross-curricular standards outlined in the Guiding Principles. In
addition to daily and periodic assessments administered by teachers, the Western Mountains Regional School
District supports and promotes deeper learning through performance-based assessments such as exhibitions,
portfolios, and capstones. In contrast to other methods of assessment, a demonstration of learning may take on
a wide variety of forms and should provide students with opportunities to design their own projects and
connect their learning to global, national, and local issues, resources, and opportunities.

Exhibitions Portfolios Capstones Community Resources

and Involvement

During the elementary, middle, As a companion to Satisfactory completion Student engagement in

and high school experiences personal learning plans of a capstone exhibition learning can be enhanced
students have opportunities to
engage in project-based learning and exhibitions, or project is an East when exhibitions, portfolios,
through exhibitions which entail students at East High High School graduation and capstones allow
short- and long-term research, School are encouraged requirement. To be students to explore topics,
interdisciplinary study, and— to develop a portfolio of eligible for a diploma, all issues, and problems that
depending on the context—
formal presentations to
their academic work, students will are relevant to their lives,
educators, peers, families, and progress, and successfully complete a their community, and their
the public. Exhibitions are both achievement. Portfolios culminating personal interests and
a learning experience and a form are a comprehensive demonstration of aspirations, and when these
of performance assessment that collection of work learning during their learning experiences allow
enable students to demonstrate
the achievement of expected samples compiled to junior or senior years of students to engage members
learning competencies for a demonstrate the high school that of the public as resources,
course, learning experience, achievement of demonstrates advisors, mentors, and
subject area, or grade level, proficiency on content- achievement of content- teachers. Students are
including the content-area and
cross-curricular competencies
area and cross- area and cross-curricular encouraged to make use of
required for promotion and curricular competencies. community-based
graduation. In most cases, competencies. Samples resources, expertise,
exhibitions are built on a of work may be drawn institutions, and learning
project-based, inquiry-based, or from courses and opportunities during the
community-based methodology
that engages students in a learning experiences process of preparing and
multidisciplinary project, an offered by the school or presenting exhibitions,
investigation of real-world through alternative portfolios, and capstones.,
problems, or an exploration of learning pathways such The district’s schools are
issues that affect their
as internships or dual- encouraged to invite
community.
To ensure that students have the enrolment courses. The community members to
support they need to presentation of a serve as reviewers and
successfully complete portfolio is a form of panellists during in-school
exhibitions that meet high exhibition and or public presentations of
academic standards, the school’s
educators, counsellors, advisors,
performance-based student work and
and community mentors will assessment. achievement.
provide all necessary and
appropriate guidance,
scaffolding, and resources.
Students will be given
opportunities to contribute to
the design of exhibitions, and
the competencies and
expectations of exhibitions
should be aligned with a
student’s personal learning plan.

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Five Major Steps to Intervention (The “5 A’s”)
Successful intervention begins with identifying users and appropriate interventions based upon the patient’s
willingness to quit. The five major steps to intervention are the “5 A’s”: Ask, Advise, Assess, Assist, and
Arrange.
 Ask – Identify and document tobacco use status for every patient at every visit. (You may wish to develop
your own vital signs sticker, based on the sample below).
 Advise – In a clear, strong, and personalized manner, urge every tobacco user to quit.
 Assess – Is the tobacco user willing to make a quit attempt at this time?
 Assist – For the patient willing to make a quit attempt, use counselling and pharmacotherapy to help him
or her quit. (See Counselling Patients To Quit and pharmacotherapy information in this packet).
 Arrange – Schedule follow up contact, in person or by telephone, preferably within the first week after the
quit date.

The 5E Instructional Model

This model describes a teaching sequence that can be used for entire programs, specific units
What are the 5Es?
The 5Es represent five stages of a sequence for teaching and learning: Engage, Explore, Explain, Extend (or
Elaborate), and Evaluate.
The 5E Learning Cycle
One major part of the development of the 5E learning cycle is the constructivist theory, which suggests that
learners construct knowledge from experiences. So, in a 5E science lesson, students are leading their learning
by conducting their own experiments or constructing their own models.
The 5Es of Science
The 5E instructional model is structured to help students better understand scientific principles and
phenomenon. It is composed of five phases: Engage, Explore, Explain, Elaborate, and Evaluate. The order of
the 5Es allows students to build on existing knowledge and later, apply their newfound knowledge. As students
move along the 5Es of science, they are actively engaged in their own learning.
5E Instructional Model Examples
The classic picture of an academic science class consists of a teacher who acts as a gatekeeper of knowledge.
The teacher stands in front of the classroom presenting a lecture on the phases of matter. Meanwhile, students
frantically jot down notes on matter, trying to keep up with the teacher.

Unlike a “sage on the stage” science lesson, a 5E science lesson focuses on students learning instead of teachers
teaching. Students draw from their curiosity to lead their own learning, while the teacher serves as a facilitator,
helping students make connections. See what each phase of the 5E model can look like in the science
classroom.

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 ENGAGE EXPLORE EXPLAIN ELABORATE EVALUATE
At the Engage phase, The Explore phase During the Explain In the Elaborate At the final phase of
the teacher allows for students to phase, students share phase, students can the 5E model, student
introduces a new investigate a their observations apply the science learning is evaluated.
science concept using scientific problem or and evidence to concepts they’ve just Teachers can use
a short activity to phenomena on their explain their learned and form new formal assessment
activate prior own. Just like understanding. hypotheses and tools, like tests,
knowledge and pique scientists and Teachers can engage explore other presentations, and
student interest. The engineers, students students in a whole relevant real-world research papers, or
engaging activity can are learning through group discussion and problems. informal assessment
involve investigating doing. Plus, they are help them build on Example: Lead tools, like choice
an anchoring practicing the Claims, their initial findings. students on a nature boards or exit tickets.
phenomenon, leading Evidence, Reasoning If any questions or walk outside to find Students can also
a demonstration, (CER) strategy, a misunderstandings other plants or ask self-assess their
looking at images, or framework to teach arose during the students to research understanding of the
watching a video. The how to think and student-led other plants online. key science topics at
teacher then poses write scientifically. experiment or Ask students how the hand.
questions, and Teachers can group activity, this is the plants compare to the Example: Assess
students use their students to conduct perfect time for the flowers previously students
prior knowledge to an experiment or teacher to lead examined. Students understanding by
make a claim. During hands-on activity. instruction and can predict why asking them to label
this time, teachers This promotes an introduce vocabulary plants look plant parts and their
can also identify any inclusive learning to clarify. differently and what functions.
existing environment that Example: Based on is the function is for It is important to
misconceptions. fosters curiosity and their observations, each plant part. allow students
Example: An sets the stage for students create and enough time to work
elementary school deepened learning. record a claim about through each stage of
teacher shows a video As students conduct the parts of a flower, the 5E lesson design,
and photographs of activities, they are such as the purpose which often means
someone apple gaining knowledge, of parts that protect that it may take more
picking in an orchard looking for patterns, the seeds. You can than one class period
as an introductory collecting data, help explain that this to complete a lesson.
activity to a unit on questioning, and is to help the flowers However long it takes
plant parts and their collaborating with reproduce. to move through the
functions. The peers. Before 5E process, students
teacher then asks exploring, students will benefit from
students: What do should be aware of these student-led,
you notice about the what problem they inquiry-based
apple tree? What do are looking to solve learning experiences.
you wonder about the or what information
apples on the tree? they are looking to
uncover.
Example: To further
explore plant parts,
students are given a
flower to examine.
Students will identify
and record the
different parts of a
flower and should be
able to determine
how the different
parts help the flower.

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The 7Es of Lesson Planning
I initially came across this idea a few years ago when I was using some materials provided by Upd8 (Science ASE
Resource) and then again when teaching WIKID, a KS3 Science scheme of work.
I have since found out that the The 7es was an extension of the 5E Constructivist learning cycle first created by Rodger
Bybee when developing the Biological Science Curriculum Study (BSCS) in America. See link for their work
https://bscs.org/bscs-5e-instructional-model/
Whilst the original concept was never meant to be a 5 or 7 part lesson I have personally found that using the 5E/ 7Es
provided a clear, rational framework for designing individual Science lessons as well as schemes of learning. I tend to use
all seven stages in a lesson but this depends on the complexity of the subject matter I am teaching. Sometimes it may take
more than one lesson to complete the cycle.

So what is it? The 7 Es Following the explore

stand for the following.
Elicit, Engage,
Explore,Explain,
Elaborate, Extend and
Evaluate. The following
explanation is my take
on the 7Es that has been
adapted from the BSCS
5E Engage, explore,
explain, elaborate,
evaluate.
In most cases you will
start with the “Elicit”.
Here you can find out what the students know (prior
knowledge). This can be done in a variety of ways, such
as “Quick Quizzes, MCQs, Post-it notes, mini
whiteboards etc. This is also a good opportunity to deal
with students misconceptions or test material that you
have visited previously that is needed to understand the
lesson. So for example in a Science lesson, where a
student might be investigating whether light is needed
for photosynthesis I would test knowledge of
photosynthesis, respiration and the starch test as part of
my quick quiz.
The next stage is the “Engage” stage. In this stage you
want to engage interest and curiosity, raise “The BIG
questions” and introduce new learning through teacher
explanation modelling. Following on from the example
above I might ask. “Do plants need light to make food?” I
might give them a brief explanation or some information
about photosynthesis to help them make a prediction OR
to support the explore stage.
During the “Explore” stage, pupils should be given
opportunities to work together following the initial
teacher input to solve/explore problems, building
concepts through first hand experience. (This stage is
independent of you, their teacher but may involve
scaffolds depending on the complexity of the task). As
the teacher, you should set up the task, but then become
the facilitator, helping students by asking questions and
observing. Again referring to the science example above
pupils would then undertake some practical investigative
work to answer the big question. NB Depending on the
group and to reduce cognitive load I might break up the
practical guidance into several steps.
stage I would next go
onto the “Explain”
stage of the lesson.
During this stage I
would use what
students had
discovered to help
them build the
concept/knowledge
further. This would
involved checking and
asking questions.
Using their knowledge
gained from
experience to develop the concepts further. So again,
using the science example above, the teacher would draw
out the findings from the experiment and ask students to
compare to predictions. Using deep questioning and also
explanation/modelling the teacher builds the scientific
explanation.
The next stage is the stage that will be KEY in assessing
their progress, knowledge and understanding. This stage
is “Elaborate” Students may work independently during
this stage to demonstrate learning. This is where
students formalise and apply their learning. At this stage
the scaffolds are removed. Students would be involved in
independent practice. Using the example above the
students would answer the big question. Does a plant
need light to make food? Explain why using your
evidence and scientific knowledge.
In some cases you may require an additional “Extend”
stage to challenge all learners. In this stage you are
encouraging the students to apply or extend the concepts
and skills in new situations. Students make connections
not just in the subject/ideas studied but also beyond it.
They are able to apply ideas/generalise and transfer
principles. This might involve students explaining how
they might test if chlorophyll was needed got
photosynthesis or interpreting data from other similar
experiments.
While it is expected that evaluation will continue
throughout the process, the evaluate section is the
section where you the teacher evaluate the learning that
has occurred. This might involve peer/self assessment or
marking. It might involve questioning or quick low stage
quizzing to establish understanding of the concepts. This

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should also include self-reflection and evaluation from the student.

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