Parts 1 and 2
Professional Competency #3
Key Questions
1. What is my "approach" to planning for teaching?
2. What are the key components to consider in my planning--and how would they generate a template for lesson and unit plans?
Background Orientation:
Planning alone cannot guarantee success in teaching lessons and units. Beginning teachers need to develop many abilities in actually implementing plans in order for them to be successful. However, one’s approach to planning can either help or hinder the success of one’s teaching.
The goal of this task is to help foster a certain framework for thinking about and approaching your planning. The approach suggested for your experience this term strives to go beyond the mere surface steps of an activity to include (1) conscious consideration and anticipation of several key aspects of teaching, as well as (2) self-reflection and learning from the experience after the teaching episode is completed. These basic aspects of the framework should apply to all planning, regardless of the teaching approach that you are following.
These key elements include:
- The curricular goals you are targeting for students, stated in terms of students’ competencies. (Refer to earlier task on the QEP.)
- How you are integrating the curriculum through your plan.
- How the goals you have targeted are appropriate for your class of students, both for their current levels of development and next steps of development. (Refer to earlier task on assessment of students.)
- What other related professionals to work with and how for achieving the goals for some students.
- How the structure of your plan has taken into account the levels, traits, abilities, and interests of your students, particularly the differences among students.
- What difficulties—in regard to learning and/or behaviour—you anticipate and how you have planned to avoid them.
- Alternative plans to switch to during your teaching in case of learning or behaviour difficulties.
- How you have built preventive management into your plan, as well as plans for management intervention if necessary.
- How you have planned to have clear evidence of students’ learning through the assessment techniques you have chosen.
- Self-reflection on your teaching.
Readings:
Harry K. Wong and Rosemary T> Wong. How to Be an Effective Teacher: The First Days of School. Unit D.
EDEE 353, numbers 17 & 18 (Cruickshank, Bainer, & Metcalf, “Planning Instruction” and Boomer, "Curriculum Composing and Evaluating")
Task:
During student teaching, you are required to keep written plans (in your teaching binder). As you take on increased teaching responsibility over time, you will have to learn to plan in increasingly efficient and realistic ways—including the nature of your written plans. However, this task asks you to compose a brief statement outlining your approach to planning, including both key aspects to consider and your process for planning. It is also strongly suggested that you create a template for lesson and/or unit planning that reflects your understanding of the planning process and components. Finally, on two occasions, write out detailed plans, including all the key elements listed above—once for a single lesson early in your teaching and once for a longer-term unit of inquiry at approximately the mid-point of the term. (See the framework for planning at the end of this task sheet as a suggested organizing device for your planning and thinking or consider others you have used in past courses.) Note that the rest of your planning can be written in more streamlined form, but should ideally reflect the same key aspects to consider, particularly anticipation in light of your class of students and ongoing self-reflection on you and your students. These detailed plans would ideally become part of your teaching portfolio as artifacts representing your approach to planning.
Means:
- Use earlier assignments on beginning assessment of your students and on the QEP as key bases for your planning
- Discuss the task with your CT, both before and after your teaching.
- Compare your work with that of other STs, if possible and desired.
Due Date:
- Single lesson, end of Week 5
- Multi-step unit, end of Week 8
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Suggested Framework for Plans for Teaching
Basics
- Date
- Time
- Subject
- Class
Goals and Topic
- Topic
- Broad Compencies, including at least subject area and cross-curricular (possibly also broad areas of learning)
- More specific sub-competencies (components of the broad competencies and/or end-of-cycle evaluation criteria and outcomes).
- For unit of inquiry, include enabling goals as necessary.
- Integration of curriculum
“Surface Structure” of the Plan
- Introduction (especially motivation and advance organizer when appropriate)
- Developmental Steps
- Conclusion
- Assessment techniques
- Other related professionals to work with and how.
- Materials needed/other preparation (e.g.,help from others, scheduling, etc.)
“Behind the Scenes” of the Plan
- Professional development goals for self
- How the plan is tailored to students’ academic levels, learning styles, social dynamics, etc., especially the differences among students.
- Anticipated difficulties in regard to learning and/or behaviour and how your plan addresses them.
- Alternative steps to take at key points in case of difficulties.
- Your planned preventive management steps built into your plan.
- Management intervention steps you are prepared to take if necessary.
Post-Teaching Reflection
- In general.
- In regard to your professional development goals.
- In regard to your management approach and techniques.
- In regard to individual students.