PLANNING PARADOX
Nisa Handayani (D75219044)
Reva Ulrica (D05219021)
Definition of planning
Planning is the process of thinking about the activities required to achieve a desired goals.
Definition of Paradox
Paradox is a statement that seems contradictory (contrary) to public opinion or the truth, but in fact contains the truth.
Definition of Planning paradox
Planning paradox is paradox of planning in teaching, where we will find some contradiction with our planning that we will face in the classroom, although the contradiction will happen or not later.
The planning continuum
"Whatever our reaction to the planning paradox, however, the fact remains that most teachers do think about what they are going to teach before they go into the lesson. Tessa Woodward, for example, could not think of a single teacher in all the staff rooms she had worked in who had not done 'some thinking and preparing before class"
(Woodward 2002:25)
01
Junglepath
If a teacher has no real idea what he or she is going to do before a lesson starts and where, as a result, the lesson is created moment by moment with the teacher and the learners working with whatever is happening.
02
corridorplanning
Teachers do some kind of vague 'corridor planning' in their head as they walk towards the class. Even when teachers don't make notes or write a decent plan, they generally have ideas in their head anyway.
03
logicalline
In a logical line lesson there is a clear attempt to follow a logical path from one activity to the next. “Logical line” of activities means that there is a succession of tasks that gradually take the learners to the planned result.
04
TOPICUMBRELLA
A topic umbrella lesson is given to on general topic that us used as the main point for all the activities. The teacher might use a variety of activities such as vocabulary, grammar, speaking, listening, reading and writing linked to one and the same umbrella topic.
05
Ragbag
Rag-bag is a sequence of unconnected activities. These lessons are designed to keep the learners entertained and involved. This type of lessons could be appropriate for the young learners with a short attention span.
Using Plans in Class
01
MAGIC MOMENTS
This is the moment when students suddenly really want to talk about the topic, the teacher didn’t expect and/but which may well be extremely beneficial for the students even though they weren’t part of the original plan.
02
SENSIBLE DIVERSION
The moment when something non-magical happens, which causes us to reconsider our plan, to wonder what to do next.
03
UNFORESEEN PROBLEM
The situation when unforeseen problems may crop up and our plan. One of the example of unforeseen problem is, It is possible that something we thought would be fairly simple for our students turns out to be very difficult (or vice versa).
ADVANTAGES AND DISADVANTAGES OF PLANNING
THANKYOU
PLANNING PARADOX
Reva Ulrica
Created on September 13, 2021
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Transcript
PLANNING PARADOX
Nisa Handayani (D75219044) Reva Ulrica (D05219021)
Definition of planning
Planning is the process of thinking about the activities required to achieve a desired goals.
Definition of Paradox
Paradox is a statement that seems contradictory (contrary) to public opinion or the truth, but in fact contains the truth.
Definition of Planning paradox
Planning paradox is paradox of planning in teaching, where we will find some contradiction with our planning that we will face in the classroom, although the contradiction will happen or not later.
The planning continuum
"Whatever our reaction to the planning paradox, however, the fact remains that most teachers do think about what they are going to teach before they go into the lesson. Tessa Woodward, for example, could not think of a single teacher in all the staff rooms she had worked in who had not done 'some thinking and preparing before class"
(Woodward 2002:25)
01
Junglepath
If a teacher has no real idea what he or she is going to do before a lesson starts and where, as a result, the lesson is created moment by moment with the teacher and the learners working with whatever is happening.
02
corridorplanning
Teachers do some kind of vague 'corridor planning' in their head as they walk towards the class. Even when teachers don't make notes or write a decent plan, they generally have ideas in their head anyway.
03
logicalline
In a logical line lesson there is a clear attempt to follow a logical path from one activity to the next. “Logical line” of activities means that there is a succession of tasks that gradually take the learners to the planned result.
04
TOPICUMBRELLA
A topic umbrella lesson is given to on general topic that us used as the main point for all the activities. The teacher might use a variety of activities such as vocabulary, grammar, speaking, listening, reading and writing linked to one and the same umbrella topic.
05
Ragbag
Rag-bag is a sequence of unconnected activities. These lessons are designed to keep the learners entertained and involved. This type of lessons could be appropriate for the young learners with a short attention span.
Using Plans in Class
01
MAGIC MOMENTS
This is the moment when students suddenly really want to talk about the topic, the teacher didn’t expect and/but which may well be extremely beneficial for the students even though they weren’t part of the original plan.
02
SENSIBLE DIVERSION
The moment when something non-magical happens, which causes us to reconsider our plan, to wonder what to do next.
03
UNFORESEEN PROBLEM
The situation when unforeseen problems may crop up and our plan. One of the example of unforeseen problem is, It is possible that something we thought would be fairly simple for our students turns out to be very difficult (or vice versa).
ADVANTAGES AND DISADVANTAGES OF PLANNING
THANKYOU