---
title: "Conceptualizing the “Shape” of the Lesson:"
subtitle: "The Logistics of Learning"
author: "Dominik Lukeš, Peace Corps Albania"
outline_version: 2
auto_title_slide: false
auto_thanks_slide: false
---

## Conceptualizing the “Shape” of the Lesson: The Logistics of Learning
{id=pptx-79452eb8eeca-001} {title}

Dominik Lukeš, Peace Corps Albania

dlukes@bohemica.com, [http://www.bohemica.com](http://www.bohemica.com)

## Lesson Narrative
{id=pptx-79452eb8eeca-002}

1. T introduces theme of the lesson.
2. T plays a board game with Ss.
3. T asks Ss to discuss countries they would like to visit.
4. T elicits and explains vocabulary.
5. T asks Ss to read text and answer several questions.
6. Ss read and then answer supplementary questions about text.
7. Ss say if they have had similar experiences to those in the text.
8. Ss give titles to each paragraph.
9. Ss replace selected words in the text with synonyms.
10. Ss write a similar text about a topic of their interest.
11. T summarizes lesson.
12. T assigns homework.

## Lesson Shapes
{id=pptx-79452eb8eeca-003}

- Linear
  - Beginning, Middle, End
  - Pre-, While-, Post-
  - Test, Teach, Test
- Pyramid
  - Presentation, Practice, Production
- Cyclic
  - Motivation, Information, Practice, Application
- Eclectic
  - Engage, Study, Activate

## A: Beginning, Middle, End
{id=pptx-79452eb8eeca-004}

- Beginning
  - Take a roll. Review homework. Set atmosphere.
- Middle
  - Work with textbook.
  - Do exercises.
  - Ss debate a given issue.
  - A review game is played.
  - Ss work on a test.
- End
  - T and Ss review and summarize lesson and what was or was not learned. Homework is assigned.

![Three overlapping ovals labelled Beginning, Middle and End from left to right, with a horizontal arrow pointing right across their tops.](assets/pages/page-04.png)

## A (Cont.): Menus and threads
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| Starters | Entrées | Desserts |
|---|---|---|
| Play a game | Read text | Play game |
| Review homework | Learn Vocabulary | Translate text |
| Thread | Tread | Thread |

**Threads**

| **Week** | **Mon** | **Wed** | **Fri** |
|---|---|---|---|
| *Week 1* | Apple: what is it, what color is it… | Apple: how much is it, where is it | Apple: why is it good for you |
| *Week 2* | House: what does it look like | House: what is in it, where is it | House: What is yours like |

## B: Pre-, While-, Post-
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| Pre- | While- | Post- |
|---|---|---|
| Set the scene, Ask questions about a topic, Ask Ss to predict text content based on title | Ask focus questions, Give scanning and skimming tasks, Ask further comprehension questions | Ask Ss to discuss how the text is relevant to them. |

## C: Test, Teach, Test
{id=pptx-79452eb8eeca-007}

| | **Test** | **Teach** | **Test** |
|---|---|---|---|
| **Course** | Ss take a placement test | Ss work on remedial material in assigned groups | Ss take final test |
| **Lesson** | Ss answer a series of questions | T goes over common errors in dialogues | T asks questions again |
| **Activity** | T elicits new vocabulary from Ss | T explains vocab with more examples | T reviews vocab |

## D: Presentation, Practice, Production
{id=pptx-79452eb8eeca-008}

- Presentation
  - Warm up
  - T presents examples of language in use and explains new material
- Practice
  - fill in the blank, order, match, choose, answer questions
- Production
  - information gap, create newsletter, write own version of story, compose and send an actual letter, interview guests, etc.

![A pyramid in three layers labelled Presentation, Practice and Production from top to bottom, with the words “Warm up” above the top layer. Beside it, a downward arrow runs along STT, Student interaction and Student Independence, and an upward arrow runs along TTT and Teacher Control.](assets/pages/page-08.png)

- TTT
  - Teacher Control
- STT
  - Student interaction
  - Student Independence

## E: 4MAT
{id=pptx-79452eb8eeca-009}

- Concrete Experience
- Reflective Observation
- Abstract Conceptualization
- Active Experimentation

![A circle divided into four quadrants labelled Dynamic (top left), Imaginative (top right), Common Sense (bottom left) and Analytic (bottom right), each with a short description. Around it, arrows run clockwise through Concrete Experience (top), Reflective Observation (right), Abstract Conceptualization (bottom) and Active Experimentation (left).](assets/pages/page-09.png)

- Imaginative
  - Likes to know reason for learning; likes to make personal connections
- Analytic
  - Likes to theorize; likes to be told the rules; likes to listen to lectures or read articles
- Common Sense
  - Likes to know how things work; likes to try things out before using them for real; likes lab work
- Dynamic
  - Likes to do things in a real environment; likes to take risks; likes doing before talking

## E: Motivation, Information, Practice, Application
{id=pptx-79452eb8eeca-010}

1. Motivation
   - share experiences
   - participate in a lesson
   - observe a lesson
   - go over student errors
   - read/listen
2. Information
   - make theories
   - make charts
   - categorize
   - listen to lectures and presentations
3. Practice
   - play with theories in a controlled environment
   - fill in blanks
   - match/order strips of text
   - find words/grammar in text
   - translate/answer questions
4. Application
   - plan lessons
   - teach lessons
   - find structures in coursebooks
   - find context for structures

![A table of four cells numbered clockwise from the top right: Motivation 1 (top right), Information 2 (bottom right), Practice 3 (bottom left) and Application 4 (top left), each listing activities.](assets/pages/page-10.png)

## F: Engage, Study, Activate
{id=pptx-79452eb8eeca-011}

- ***E*** Play a game, ask Ss questions about their interest, show a video, read a text
- ***S*** Explain grammar, communicative structure, conduct exercises, work with texts
- ***A*** information gap, create newsletter, write own version of story, compose and send an actual letter, interview guests,

EAS

ESESA

ESAS

ESA

ESSA

ESASAA

## Inductive and deductive sequence
{id=pptx-79452eb8eeca-012}

- From Rules to Use: PPP
- BME, ESA
- From Use to Rules: TTT, PWP, 4MAT

![Two horizontal arrows. The upper runs from Rules to Use with PPP beneath it; the lower runs from Use to Rules with TTT, PWP and 4MAT above it. BME, ESA sits between them.](assets/pages/page-12.png)

## Illustration on slide 13
{id=pptx-79452eb8eeca-013} {notitle}

![A black-and-white cartoon of a person standing on a stool filling a large sack labelled “Course and lesson sack” while another juggles balls above it. Labels include Combinations, Language skills, Classes and people, Culture, Study skills, Literature, Other subjects and Language patterns.](assets/media/img-d095d6fae6f4ba70.png)

![A black-and-white cartoon in numbered panels: 1 “Finding out for yourself” with a chocolate pudding, 2 “Things made plain”, 3 a caption ending “eriphery learning”, and 4 “Use and refinement”. A juggler labelled “How can we teach?” tosses balls marked TTT, PPP, TBL and number combinations such as 1+2+4.](assets/media/img-6b6c6861150eba4f.png)