Planning for Learning: Collaborative Approaches to Lesson by Mary Renck Jalongo

By Mary Renck Jalongo

This e-book represents the next move within the severe function that lesson making plans performs in potent educating. The authors learn practices from many alternative parts of schooling within the U.S. and around the globe to create an method of lesson making plans and evaluate that may paintings in modern varied college settings. the center of the publication demonstrates collaborative lesson making plans for lecturers at specific profession phases-pre-service, beginner, and skilled.

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Reflective What can be learned from experience? What does or does not work? What can be done to strengthen one’s teaching? Are there gaps or duplications in the curriculum that need to be addressed? • Although teachers can reflect on instruction at any point in time, reflecting upon one’s teaching immediately after the experience, while the experience is fresh, has distinct benefits. Debriefing with 46 Planning for Learning others provides a forum for teachers to share their instructional successes and failures, student reactions, problems encountered, objectives achieved, and any digressions from the planned instruction.

The breadth and depth of this experience often overrides teacher preparation experience, and it is not unusual for teachers under pressure to revert to what they Reexamining Lesson Design and Planning 39 experienced as children themselves rather than draw upon their professional training as the primary source for ideas (Whitbeck, 2000). A student teacher in first grade creates a construction paper “bookworm” consisting of a series of construction paper circles that record each child’s independent reading choices.

Com). Act It Out. Particularly where complex procedures are involved, dramatization can prove much more effective than verbal instruction. A lesson on school bus safety for kindergarten students used rows of chairs to represent seats on the bus. Some children pretended to be passengers while others were the audience. , looking both ways while exiting the bus), while the audience passed judgment on what was safe or unsafe behavior. Toss It Out. Sometimes those who publish instructional materials suggest activities that are not well suited to children’s developmental levels.

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