SCHOOL LEARNING ACTION

CELL (SLAC)
EFFECTIVE LESSON PLANNING,
SEQUENCING, DELIVERY TECHNIQUES
AND CLASSROOM MANAGEMENT
SUGGESTIONS
NORMAN R. GALABO, EdD, FRIEdr
SHS Master Teacher I

August 5, 2019
Good lesson planning is essential to
the process of teaching and learning.
A teacher who is prepared is well on
his/her way to a successful
instructional experience. The
development of interesting lessons
takes a great deal of time and effort.
SUGGESTED
PRACTICES
Establish a positive classroom
environment
Make the classroom a pleasant, friendly place
Accept individual differences
Learning activities should be cooperative and
supportive
Create a non-threatening learning
environment
Organize physical space; eliminate situations
that may be dangerous or disruptive
Establish classroom rules and procedures
and consistently reinforce them
Begin lessons by giving clear
instructions
State desired quality of work
Have students paraphrase directions
Ensure that everyone is paying
attention
Ensure that all distractions have been
removed
Describe expectations, activities and
evaluation procedures
Start with a highly motivating activity
Build lesson upon prior student
knowledge
Maintain student attention
o Use random selection in calling upon students
o Vary who you call on and how you call on them
o Ask questions before calling on a student; wait at
least five seconds for a response
o Be animated; show enthusiasm and interest
o Reinforce student efforts with praise
o Vary instructional methods
o Provide work of appropriate difficulty
o Demonstrate and model the types of responses or
tasks you want students to perform
o Provide guided practice for students; monitor
responses and deliver immediate corrective
feedback
Use appropriate pacing

o Be aware of your teaching tempo

o Watch for cues that children are
becoming confused, bored or
restless; sometimes lesson have to
be shortened
Make a smooth transition into next subject
 Have materials ready for next lesson
 Maintain attention of students until you
have given clear instructions for the next
activity
 Do not do tasks that can be done by
students (i.e. passing out paper or
collecting assignments); use monitors
 Move around and attend to individual
needs
 Provide simple, step-by-step instructions
 Utilize a freeze and listen signal, when
necessary
Develop positive teacher/student relationships
 Set a good example; be a positive role model
 Create an exciting learning environment for all
students
 Reward good behavior; create special activities that
children will enjoy doing
 Correct misbehaviors; have consequences of
disruptive behavior; communicate them to children
 Handling disruptions
 Keep it short and simple (KISS)
 Use a warning system
 Defer disruptive behavior proactively (eye contact, close
space between you and student, use head/hand gestures)
 Help students be successful
 Use planned ignoring (and teach other student to also
ignore)
 LESSON
SEQUENCING
LESSON SEQUENCING
It is the process of organizing several
lesson plans that will be taught
consecutively. The purpose of lesson
sequencing is to create smooth transitions
between lessons in order to meet the
objectives of the unit plans and to achieve
optimal learning outcomes.
Why should lessons be sequenced?
Well-sequenced lesson plans benefit
both the teacher and the students.
Well-organized and properly sequenced
lesson plans allow for a smother
functioning classroom; classroom
disruptions are minimized, the stress on
the teacher is reduced and the learning
environment is optimized for the
students.
Benefits Smoother
of Effective Lesson
transitions
Sequencing
Facilitates
scaffolding
Better
organization
Future planning
Assessment
checks
What are some tips for sequencing lessons?
Identify the learning goals
Utilize the BSLIM Model to double check
progression of learning
Review your lesson plans to assess whether
enough scaffolding has been built in.
Consider your planning of checks of student
understanding of the material and your
assessments.
Use variety of activities to address Multiple
Intelligences.
B-SLIM: Bilash's Success-Guided
Language Instructional Model
What are the theoretical underpinnings of
the B-SLIM model?
1. Cognitive Science (Piaget, Vygotsky, Gagne) (We organize
knowledge of different types into schema through mental processes. 
As learners who are active participants we require scaffolded
instructional material that utilizes demonstrations, illustrative
examples and corrective feedback to maximize memory retention.)
2. Constructivism (Bruner) (We construct our own understanding of the
world by generating our own rules and mental models to make sense
of our experiences.)
3. Developmentalism (Ryle, Schwitzgebel) (We learn concepts and
dispositions in a gradual way frequently passing through periods of
being "in between" genuine understanding and failure to understand.)
 What are the goals of the B-SLIM model?
1. to develop self-directed learners, especially in second languages
2. to ensure that every learner succeeds at each phase of the learning process by
maximizing exposure to concepts through all learning styles/intelligences
and encouraging intellectual/thinking growth in systematically developed
steps
3. to help students develop all aspects of language by applying research findings
from all areas of second language learning and acquisition (language
awareness, pronunciation, vocabulary, grammar, situations- fluency-accuracy,
culture and Culture, learning strategies, listening comprehension, speaking,
writing, reading, forms, skills, content, motivation-attitude)
4. to ensure that learners can transfer what they have learned in one familiar
context to new contexts.
5. to learn language and to learn through language.
6. to identify success in learning in concrete provable terms (assessment for
learning and assessment of learning).
What are the characteristics of the B-SLIM
model?

1. linear
2. hierarchical
3. recursive
4. success-driven
It is linear in that each phase of B-SLIM is
designed along a continuum and activities at
the beginning of the phase are simpler (less
cognitively demanding) than those at the
end.  For example, activities at the
beginning of the ‘getting it’ phase are more
structured and focused than those at the end
of the ‘getting it’ phase. The same is true
about ‘using it’ activities. 
 It is hierarchical in that each phase is more difficult
than its predecessor (it calls upon more cognitive resources
than previous phases).  Furthermore, with the progression
through each phase the teacher’s roles change and the class
time should involve more and more time for students to
produce or create in the L2.  However, just as one who is
going up a set of stairs between the second and third floor
cannot say precisely which floor they are on when they are
going up those stairs, some activities may appear to belong to
both the previous and next phases at the same time, being
advanced versions of one phase and simpler versions of
another. 
 As a recursive model, the teacher can introduce an activity at
ANY phase of the model and recognize whether the activity is
appropriate for the student(s) or not; if it is too difficult teachers
can clearly see what supports students need in order to progress
through the phase and beyond and provide them.  If the task is not
sufficiently challenging more advanced activities can be foreseen
and provided.  Furthermore, the B-SLIM fully acknowledges that
sometimes learners think they understand something but only when
they begin to use or apply it do they recognize that their
understanding is not totally clear.  Thus arises an opportunity for
student questions, which is an opportunity for the student to take
initiative to be a self-directed learner.  It also recognizes that some
learners can mentally process information so rapidly that they can
appear to ‘skip’ the ‘getting it’ phase (or that they may make
hierarchical leaps through acquisition of some vocabulary,
grammar or cultural features).
Lastly, the B-SLIM model has at its core, the goal of making
learners feel successful.  The model is success-driven in that
it provides the necessary structure and support for students
to feel successful at all stages of the learning process.  For
example, in order to student success with oral language
during the ‘getting it’ or ‘using it’ stages, teachers may want
to provide visual supports, which will allow students to
produce more than what they may be able to produce
without this added support. By facilitating learner success
through B-SLIM, teachers are able to increase positive
feelings and attitudes in students which in turn increases
student motivation and investment in the language
References
https://www.kean.edu/~tpc/Classroom
%20Management/EFFECTIVE%20LESSON
%20PLANNING%20&%20Classroom
%20Mgmt.htm

https://sites.educ.ualberta.ca/staff/olenka.bilas
h/Best%20of%20Bilash/lesson
%20sequencing.html
DAGHANG
SALAMAT!