What in your school experience affirms the importance of coherent, content-rich curriculum; abundant amounts of purposeful, extended reading and writing; and structurally sound lessons? Why should these be our "jealously guarded priorities?"
When in the classroom, when I had well-thought out plans which included purposeful reading and written responses, the week seemed to run so smoothly. I knew and the kids knew exactly what we were doing and where we were going.
There have been times when I feel like the last thing that I think about is teaching. I spend time assessing, entering data, communicating with parents, working on grades, etc. and the last thing that I figure out is what I am teaching the following week. I was venting to Catherine about feeling behind and she reminded me how important it is to have structurally sound lesson plans. She reinforced the fact that everything else will fall into place and get done, but if you don't have meaningful, well-thought out plans, everything falls apart. To me this goes right back to the need for simplicity.
Ditto to Emily's post! "I spend time assessing, entering data, communicating with parents, working on grades, etc. and the last thing that I figure out is what I am teaching the following week." -KEE
I like feeling prepared with thought out lesson plans. The day runs so much smoother when I know exactly what my plan is and have all the materials ready. I have seen teachers "wing" their lessons and although that may work for them, it doesn't work for me.
I find that my lesson plans are coherent and content-rich when I have a long-range plan for where I'm going. This works best for me when I break the school year into parts, forming quarter plans to start with. From there I can break those down into two month-long plans and then four week-long plans. This works best in the content areas of science and social studies. Once I can see the big picture of where I (or, I should say) the state of Colorado wants me to go, I can settle into the detail of making sure the sub-standards and benchmarks are being included and met within my daily lessons. Speaking of simplifying things...this is how I like to do it.
Mark, I agree totally with your comment. The idea of teaching with then end in mind and deciding lessons that help my students’ progress toward that goal is my main method of planning. Otherwise, not knowing where I am going, I find myself off track teaching material twice, skipping major components or lacking a flow between lessons. When I have long-range lesson plans, I can spend my time refining the lesson, grading student work and developing the lesson to a greater depth instead of as Julie mentioned the always treacherous “winging it” strategy.
When in the classroom, when I had well-thought out plans which included purposeful reading and written responses, the week seemed to run so smoothly. I knew and the kids knew exactly what we were doing and where we were going.
ReplyDeleteThere have been times when I feel like the last thing that I think about is teaching. I spend time assessing, entering data, communicating with parents, working on grades, etc. and the last thing that I figure out is what I am teaching the following week. I was venting to Catherine about feeling behind and she reminded me how important it is to have structurally sound lesson plans. She reinforced the fact that everything else will fall into place and get done, but if you don't have meaningful, well-thought out plans, everything falls apart. To me this goes right back to the need for simplicity.
ReplyDeleteDitto to Emily's post!
ReplyDelete"I spend time assessing, entering data, communicating with parents, working on grades, etc. and the last thing that I figure out is what I am teaching the following week."
-KEE
I know I always feel better when my lesson plans are well thought out and I have the materials on hand to teach with.
ReplyDeleteI like feeling prepared with thought out lesson plans. The day runs so much smoother when I know exactly what my plan is and have all the materials ready. I have seen teachers "wing" their lessons and although that may work for them, it doesn't work for me.
ReplyDeleteI find that my lesson plans are coherent and content-rich when I have a long-range plan for where I'm going. This works best for me when I break the school year into parts, forming quarter plans to start with. From there I can break those down into two month-long plans and then four week-long plans. This works best in the content areas of science and social studies. Once I can see the big picture of where I (or, I should say) the state of Colorado wants me to go, I can settle into the detail of making sure the sub-standards and benchmarks are being included and met within my daily lessons. Speaking of simplifying things...this is how I like to do it.
ReplyDeleteMark, I agree totally with your comment. The idea of teaching with then end in mind and deciding lessons that help my students’ progress toward that goal is my main method of planning. Otherwise, not knowing where I am going, I find myself off track teaching material twice, skipping major components or lacking a flow between lessons.
ReplyDeleteWhen I have long-range lesson plans, I can spend my time refining the lesson, grading student work and developing the lesson to a greater depth instead of as Julie mentioned the always treacherous “winging it” strategy.