What is the difference between lesson plan and curriculum

We don't determine the exact plan for making sure the skill is achieved, we just focus on the broader view. Once the broad view is sketched, a plan for each lesson can be created. During curriculum mapping, common assessments are discussed, created, designed, and results are interpreted. By definition a "common assessments" are used by everyone, so the assessment represents a guaranteed outcome. Using these common assessments, teachers can also determine possible interventions and enrichment activities to be used, but the specifics of both are for lesson planning.

The lesson plan can contain the needed interventions and enrichment activities based on the individual needs of each classroom. I love this header. A curriculum map will contain the who, what, when, and where of the lesson. If we use the example from the video, the students who need to identify the layers of the earth what by the end of the term when. We will have learning in the classroom, at centers, during STEM time, and in the outside classroom where.

By contrast, the lesson plan for each teacher will tell exactly how that teacher has planned for her class to get to that understanding. One class may use an apple, while another uses a Styrofoam ball, and yet another teacher could be crazy enough to use paper mache yuck. Finally, we can use many things to help with both our curriculum mapping and lesson planning. In Virginia, our state provides our Standards for each grade level. Some school systems take those standards and develop frameworks.

Some teachers are blessed enough to have curriculum frameworks and continuums provided for curriculum mapping. The funny thing is, they don't necessarily feel blessed. This is definitely a "grass is greener" issue. The framework can provide the skills and outcomes, the details are provided in the lesson planning.

We are just getting started, so sometimes we still get "stuck in the weeds" and try to dig into lesson planning during our mapping meeting. While, as an example, the grammar-translation teacher will provide students with lengthy explanation of grammatical points, the Silent Way teacher will provide a model utterance followed by silent which, according to the approach, induces the students to take the initiative for cognitive activities.

Another contemporary approach which links a rational-cognitive view with a communicative orientation towards language use is the Natural Approach Krashen and Terrell This approach has much in common with other contemporary views which emphasize the importance of listening and comprehension at the onset of learning—among them Silent Way.

Indeed, the recent Natural Approach has antecedents in a long history of natural methods which have emphasized learning a language through using it rather than by recourse to language analysis. Various other current schools of thought trace their lineages to a humanistic orientation, notably Counseling-Learning Curran , as well as the beliefs which have grown under the direct influence of Paulo Freire, combining a humanistic view with a particular political view of the world Wallerstoin Freire developed an educational approached based on his socialist philosophy in which adult learners are encouraged to analyze and challenge the forces in society which keep them passive.

In the past decade, a great of attention has been paid to the particular language elements that are included in a syllabus and to the organizational system according to which they are presented.

Discussions have typically considered the trade-offs, advantages, and disadvantages of three or four major syllabus types: the structural-grammatical syllabus, the semantic-notional syllabus, the functional syllabus, and the situational syllabus. The notional or semantic-notional syllabus came into focus in the early seventies and placed the semantics unit in the center of syllabus organization.

Such a syllabus is organized around themes relating to broad areas of meaning such as space, time, obligation, etc. Wilkins The functional syllabus, which developed alongside the notional syllabus with various attempts to combine the two, focuses on the social functions of language as the central unit of organization. Thus, functional syllabus is concerned with elements such as invitations, suggestions, apologies, refusals, etc.

Wilkins ; McKay The fourth type mentioned here, the situational one, although less widespread than some of the others, has probably been known in language learning for hundreds of years with the tourist phrase book as a notable example. All four of the examples cited structural, notions, functions, and situations illustrate different realizations of an organizational approach based on discrete units.

Recently, however, within the communicative approach to curriculum and syllabus design, the idea of presenting an organization concept which is not based on separate units but rather on a continuous process of communication and negotiation in the target language has gained in popularity. In this approach, the communicative needs of the learners are the basis on which various linguistic, thematic or functional elements are selected.

Ideally there should also be scope for learners to take responsibility to analyze their own needs and accordingly seek help from the teacher or the materials. Course designers who carefully consider the various approaches to syllabus design may arrive at the conclusion that a number of different ones are needed and beset are combined in an electric manner in order to bring about positive results. Such a solution may be suitable for a foreign language setting, while a purely communicative approach might be more applicable in the natural setting.

The most important feature of any modern language syllabus, therefore, is its inherent potential for adjustment based on careful decision-making at each level within the course. The separate purposes of a curriculum, syllabus and lesson plan:. Course Design. Cambridge University Press. You are commenting using your WordPress. Chapter 1. Why Lesson Plan? Chapter 2. What Makes a Great Lesson Plan? Chapter 3. Classroom Management and Lesson Planning Chapter 4.

Giving Feedback on Lesson Plans Chapter 5. Lesson Plan Templates and Examples. Curriculum mapping and lesson planning platform for K schools.

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