I found this chapter very interesting. For starters, it really breaks down the lesson planning process, but more specifically, I love how they discussed learning objectives.
In my own experience, I've made the faults pointed out in the book—my objectives did not focus enough on what I wanted the students to be able to do. That's a very good point. After all, the purpose of that segment revolves around teacher communication. As I've stated in the past, communicating effectively with your students is crucial to their effective understanding and completion of the tasks expected. Looking back, I never knew anything at all about lesson plans when I was in school. I like that the authors eluded to the lesson plan being publicly available to the students and their parents, because it will allow the intentions and objectives to be known up front. This can only help the students meet expectations more effectively in my opinion.
Also, the rationale aspect was something that I've never really seen previously in other classes, but it's so true! I've been asked in the past, "Why do we have to know this?!" and have been unprepared with an effective answer. But when we include that rationale right into the lesson plan process, the reasons why become obvious (at least to us). But, just as importantly, we will already have an answer to the question when it arises.
On that point, I don't blame the student for asking the question! I know I've asked it in the past myself and, to be honest, I don't know that I've ever needed to use algebraic formulas in my every day life. Sometimes the reasons why we have to do something is not always obvious. When a student asks that question, we can oftentimes take it the wrong way. Maybe a teacher will just view the student as lazy, or possibly entitled. The truth, however, is that we are asking the student to devote time and attention to what we are doing, and their time is just as valuable as our own time. They have a right to know that their time is not being wasted, and that what we are doing has value. After all, if we can't justify that point, then maybe we are just wasting their time as well as ours.
Overall, I thought the lesson planning process they have laid out was incredibly straight forward and offers a somewhat step-by-step guide (even though it isn't really step-by-step like that). Regardless, it breaks the planning portion down into easy to understand sections, and that's something that works well for me and brain.
Samual- I thoroughly enjoyed your post! I learned for ETE 215 in order to create a successful lesson plan... you start off with the standards and objectives. Many teachers will find a super fun activity for the kids to do, but in the end, are they really learning something from making cute paper butterflies? Most likely, no. Find standards and then match up your objectives based on those standards. From there, you could come up with a creative lesson plan for your students that is both fun and rewarding.
ReplyDeleteSam - I like what you have to say about why it is important for teachers to have a rationale for their lessons. I think it is important for a teacher to be able to answer a student who is rightfully asking why he or she is doing a certain activity. I also want to suggest that rationales are important for us teachers to make sure that we are purposefully creating lessons and activities for the students. If a teacher cannot think of a rationale for an activity, that lesson should not happen until it fits in better within a unit. As always, I like to read what you think about these chapters.
ReplyDeleteSam, like you, I wrote a number of tests and quizzes for my Novice Teaching, and in hindsight, was merely working towards "Take-away," and not really for overall objectives. That you point this out is something that we all need to look towards. The means we have at our disposal, to go deeper than just surface knowledge, should mean that we will take our lessons far more "in-depth," than previous teachers. Of course, the timelines and restrictions of the classroom may not give us the leeway we'd like to think we'll have, but it doesn't mean we can't make the effort.
ReplyDeleteLike you, I almost always try to provide relevance to my students. Through that alone, we can make History/Soc/Geography/Civics a far, far better class than what many of them are now. Through teaching them that what they are learning has consequences in the world they inhabit, and not just years ago, can be the difference between a snooze-fest in front of us, and kids that are snapping their hands up, to ask questions. Of all the things that I've taken away from my years of classes, relevance is the one that I think provides the most important lesson for my classroom.
Buddy, it's been a blast. I hope to see you around, and that we can stay in touch. You and a number of others have made my time at Bradley into something very special. I appreciate your candor, wit, and the fact that you never take it all too seriously. You are going to be a phenomenal teacher, and I know your students are going to love you. Take care, and "Much Success!"