Day 91 (of 184) lesson plans? How quaint!
I’ve had a tweet from UVics @_valeriei bugging me all night and into today. Should teacher-candidates/preservice teachers/student teachers still be learning the format of a traditional lesson plan?
I admit that while the practice was useful as an organizer as an amateur, since achieving ‘professional’ status in BC, my lesson plans got simpler and simpler each year. And now…..I guess I’m a pretty poor role model for my staff…or a good one…it’s getting confusing.
Her main point as I reflected on it (so I may be a bit off) is essentially if we are personalizing education more and more, how can you ‘plan the lesson’ that may not be able to be known until a discussion within the framework of a feedback loop occurs.
How would a student-teacher effectively communicate (to the confidence of their sponsor teacher or practicum advisor) a lesson plan (or day plan) that communicates that the students are in charge of the learning.
Maybe some motherhood learning outcome strategies? like accessing prior knowledge or making and sharing connections? But of course that may not apply for each individual student…..
I’m still of the opinion that what is key to a lesson plan is: intention, intention, intention.
Intention for students (i.e. focusing on communication, creativity, etc)
Intention of assessment (formative, summative, descriptive, etc)
But how to ‘write’ or communicate that in the form for a mentor/teaching advisor/practicum advisor/etc can provide feedback on prior to and after a lesson….or a student-led activity…?
I love questions like this – they seem relatively simple and straight forward, but prove to be more complex the more you think about them. Better in a group situation. Better as a topic in an upcoming mini-edcamp….!