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Warm-up section, Introduction of the class, Objectives, Main content teaching, Activity, Summary and Reflection

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Involve all students
Meet the goals you articulated before starting
Address student needs and questions as time permits
Involve a level of formative / summative assessment

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Awareness of the pacing and yet being open to unplanned learning opportunities

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Awareness of the pacing and yet being open to unplanned learning opportunities

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warmer
Present
practice
produce
closing

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Interaction with students, group work, and reflection.

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Interaction with students, group work, and reflection.

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Time management and discussion pace.

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Take care of students' emotions. Let students feel encouraged. Create opportunities for students to share their interests, cultures, and their own learning result.

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How long does it take to begin use the lesson plan time effectively? 

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How long does it take to begin use the lesson plan time effectively? 

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Was anyone else thinking about the brain-based information we learned in our Cognition class and how that relates to lesson planning?

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Was anyone else thinking about the brain-based information we learned in our Cognition class and how that relates to lesson planning?

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(Caroline)

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Is it more effective to include a section for a "back pocket activity" or just plan a lot of activities to fill the whole class time?

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Balance of modalities, content, and objectives - across the four quadrants if possible

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Balance of modalities, content, and objectives - across the four quadrants if possible

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Buzz, excitement, interaction. Students and teacher know that they are learning and they enjoy the process.

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Buzz, excitement, interaction. Students and teacher know that they are learning and they enjoy the process.

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Providing choice, student-centered, less talking by the teacher and more collaboration between the students

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Providing choice, student-centered, less talking by the teacher and more collaboration between the students

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Awareness of the affective framework AND cognitive framework

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Awareness of the affective framework AND cognitive framework

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Do you all favor pairs or prefer small groups? Why?

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Do you all favor pairs or prefer small groups? Why?

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Openings, sequencing, pacing, and closure (per Richards / Lockhart)

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Openings, sequencing, pacing, and closure (per Richards / Lockhart)

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Should the teacher fully follow the designed lesson plan to teach? Can it be updated according to students' status?

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Did the students learn anything new? If it is a yes, then is it successful.

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 Is there any specific template to design lesson plans? 

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 Is there any specific template to design lesson plans? 

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How to alleviate the issue of time management?

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How to alleviate the issue of time management?

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What are some good online resources that provide teachers with free handouts? 

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What are some good online resources that provide teachers with free handouts? 

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Allowing time for students to "tune in" and emphasizing the importance of transitions

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Allowing time for students to "tune in" and emphasizing the importance of transitions

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Teathing Context includes basic information about the students, such as their native language, number, and proficiency level.                         Materials.                                 Period.                                                      Assessment.                        Homework.                               Objective.

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Teathing Context includes basic information about the students, such as their native language, number, and proficiency level.                         Materials.                                 Period.                                                      Assessment.                        Homework.                               Objective.

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What kind of lesson plan can be called a good lesson plan?
Need the teacher to design the lesson plan for each class?