There are many good structures for different types of lessons. What is best for your students depends on many things. Here are some examples of lesson structures for different types of lessons. Feel free to create your own lesson structure!
When you have a new group, the most important matter is to get your students to know each other and create a safe class atmosphere.
In order to do so, a wise way to start is to do a couple of grouping exercises in the beginning of the lesson. This way students learn to know each other better and they feel safer in the class. It also helps their learning in the coming lessons.
Grouping exercises should be a bit different each so that they offer variety.
When the students are warmed up, you can do an activating exercise with them to start processing the topic.
It is a good start to introduce a brand new topic by linking it to something that students already know. By starting with an orientation method, you help students assimilate new information into their pre-existing knowledge as well as arouse their interest towards the new topic.
After orientation, it is time to deliver new information. There are several different methods to do this.
Hearing about something is not enough. Processing new information is a prerequisite for learning. When students have acquired new information about the topic, they should apply and process this information themselves by using activity-based methods.
In the end of the lesson, it is beneficial to compare if the preconceptions which students had about the topic have changed after learning more about it. Using a reflection method helps students become more aware of their own learning.
When delivering a lecture, it is important to link the topic to the pre-existing knowledge which students already have. It is a good way to start a lecture by using one of the methods for mapping their prior knowledge.
An activating lesson which really promotes learning is a combination of small presentations by teacher / lecturer and small activating exercises. By giving new information to students and having them shortly process the new information through activating exercises, you enable learners to better assimilate new information by themselves.
It is a good way to end the lesson by giving a short reflection task. Reflection helps students to better recognize and remember the new things they have learned.
If the purpose of the lesson is to focus on practising new skills or applying new information, it is important to ensure that students are fully focused on the coming exercises. By starting with warm-up exercise, you can make sure that students are alert and focused on the topic at hand.
Grouping exercises are also important when a group starts to work and practise together: grouping builds a good and safe atmosphere for learning.
Sometimes it is good to have a short reflection in the middle of the exercises: what have we learned, what do we still need to practise more, what is difficult and why? It is easier to focus on the things which still require the most processing after reflecting on them.
It is common to revise for the test during the last lesson before it. The same exercises that help map out pre-existing knowledge can be used for rehearsing for the test as well.
After doing several exercises for mapping all the information that has been learned, it is good to have a moment for reflection.
With reflection exercises, students can evaluate what they already know and what still should be revised before the test.
