Designed by: Rowena van Buuren

Lesson serie 3 lesson: 9,10,11,12.

Studentnumber: 1649384
Date: 08-04-16
Words: 695
Backwards design and learning objectives
Before I started designing my four lessons I made sure I knew exactly what I wanted my
students to learn. I created the learning objectives, which are based on the CEFR can do
statements (Cambridge University Press, 2001). Hereafter I decided in which way I could
teach this to the students. This is also called backwards design. Firstly, a teacher has to think
of the learning of the students, secondly a teacher needs to think of evidence of such
learning and thirdly a teacher has to think of how he/she is going to teach this to the
students. (Wiggins & McTighe, 1998). For example in lesson 12 I decided, based on the main
goals of all the lessons which is that students have to organize a food festival, that the
students should create a questionnaire. I created my lesson based on my goals and I created
exercises in which the students show what they have learned during the lesson. After this, I
looked for teaching materials. All my lessons are based on this principle.
Project Based Learning (PBL) and Tasked Based Learning (TBL)
All my lessons are project based. Project Based Learning is defined as following: A
systematic teaching method that engages students in learning knowledge and skills through
an extended inquiry process structured around complex, authentic questions and carefully
designed products and task (Introduction to project based learning, p.4, n.d.). Due to the fact
that students have to organize their own food festival all the activities in my lessons are
based on this project and goal. Furthermore I also used Tasked Based Learning in my
lessons. The students use English to achieve their goal, English itself is not the goal it is a
necessity to achieve the goals. (Tasked Based Learning, n.d.) Of course due to this, the
students also learn English in a more fun and creative manner.
Content Integrated Language Learning CLIL
All my lessons are designed according to the CLIL concept. Students learn how to organize a
food festival and they simultaneously learn English.(Content Integrated and Language
Learning, n.d.).
Penta-Pie form Westhoff
All my lessons are based on Westhoffs Penta-Pie. Every lesson starts with input, this can be
reading or listening. After the input, students start processing on from and content. For
example in one lesson I have made an audio clip, this is the input part. After this audio clip,
students have to fill in a fill in the gap exercise and match words (which they heard during the
audio clip) to synonyms, which is processing on form. After processing on form students are
going to process on content by answering questions. By processing on form and content
students really understand and know what they have learned. The more input a student
receives the more a student learns about processing on form. (Westhoff, 2008). After
processing on form and content the lesson takes students to the output part in where
students actually going to produce something. In the output part students will speak or write.
(Westhoff, 2008). I have also incorporated strategic activities in my lessons, mostly receptive
strategies. For example in some of the reading texts I highlighted some of the words and I
have given some advices on how to read a text. (Westhoff, 2008).

ICT and authentic materials

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In all my lessons I made sure that a ICT tool is being used. For example I have used a
Zaption video and a You-Tube video. I also made sure that students will use ICT themselves
by incorporating assignments in my lessons in where they have to use a certain kind of ICT
tool such as MindMeister.
Furthemore, I have made almost all my materials myself. It was really difficult to find suitable
materials for my lessons. However, I have tried to make my materials as authentic looking as
possible. For example I have made a blog in where some tells about her own Food Festival
experiences.
Creativity
In my lesson I have made sure that students will be challenged to use their creativity. For
example in one lesson students are really going to set up their food stand which they have
made during art class.
Bibliography:

Cambridge University Press. (2001). Common European Framework of Reference for

Languages. Retrieved on April 8, 2016, from:
https://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

Content and Language Integrated Learning. (n.d.). Retrieved on 8 April, 2016, from:

Introduction to project based learning. (n.d.). Retrieved on 8 April 2016 from:

https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/userfiles/u1349/documents/Introduction%20to%20project%20based%20learning.pdf

Tasked Based Learning. (n.d.). Retrieved on 8 April 2016 from:

https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/userfiles/u1349/documents/methodology%203/task%20based%20learning.pdf

Westhoff, G.J. (2008). Een schijf van vijf voor het vreemdetalenonderwijs. Retrieved
on 8 April from:
https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/u1349/Curriculumdesign/Schijf
%20van%20vijf%20%20-%20westhoff.pdf

Wiggins, G., & McTighe, J. (1998). Backward Design Retrieved on 8 April 2016 from:
https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/user-files/u1349/documents/ict
%20international/wiggins-mctighe-backward-design-why-backward-is-best.pdf

https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/u1349/Curriculumdesign/Content
%20and%20Language%20Integrated%20Learning_0.pdf