Failing to prepare is preparing to fail.
~John Wood
~John Wood
Standard 7
Instructional Planning Skills - The teacher plans and prepares instruction based on knowledge of subject matter, students, the community, and curriculum goals.
Reflection
Teachers are planners. There is no doubt about it. In learning to teach, you learn to plan well. Sometimes it is planning time down to mere minute increments in order to accomplish everything, other times it’s planning field trips or math groups. Most importantly though, I believe is instructional planning skills. All of my artifacts demonstrate a tremendous amount of instructional planning. My first artifact, my instructional purpose, serves as a pre-planning exercise that can be used to decide what needs to be taught. It can also serve as a check after a lesson has been completed in order to guarantee all necessary parts of the lesson are in place. This was a simple exercise to do, but greatly helped to clarify exactly what the intent of the lesson was and also to pinpoint any troublesome spots. This experience has helped me as a teacher to plan carefully for instruction, expecting that there may be rough spots.
Likewise, each of my lessons has been helpful for learning more and more planning skills. Each planning session seems to be getting easier, I believe because my instructional planning skills are improving. I have also discovered that for both my lesson on tall tales, artifact two, and my lesson on pirate ships, artifact three, proofreading by an experienced teacher is vital. Many times simply communicating with others can help you to discover any potential problems that might arise. This also helps you to plan more successfully the next time as you take the collaborative teacher’s advice into account when writing the next lesson plan. I feel that these skills are also dramatically improved with teacher’s comments and suggestions when observing your lesson. Planning your lesson with past advice in mind makes the next lesson much easier. I have seen as a new teacher a dramatic difference after I have worked to implement both comments on my lesson plan and suggestions after a lesson has been taught. It has also been helpful to look at past lessons, such as in comparing the two lessons presented as artifacts to see the differences, such as lesson details, strategies used, and the knowledge of student learning.
My last artifact serves as a representation that I have not only planned for the present, but also am planning for the future. It is a block lesson plan for my case study in which I served as a reading specialist in training. I was required to note the weaknesses in the reading skills of my student and then produce a long term intervention plan that specifically addressed any concerns. This allowed me to consider the long term effects and ensure that my daily lesson plans were ultimately progressing towards a goal. This is a skill that I am finding is incredibly important because as a teacher I must be able to look at long term effects and plan my lessons accordingly. I believe this artifact demonstrates that I am progressing past simply teaching lessons and thinking about teaching units, skills, and concepts.
Likewise, each of my lessons has been helpful for learning more and more planning skills. Each planning session seems to be getting easier, I believe because my instructional planning skills are improving. I have also discovered that for both my lesson on tall tales, artifact two, and my lesson on pirate ships, artifact three, proofreading by an experienced teacher is vital. Many times simply communicating with others can help you to discover any potential problems that might arise. This also helps you to plan more successfully the next time as you take the collaborative teacher’s advice into account when writing the next lesson plan. I feel that these skills are also dramatically improved with teacher’s comments and suggestions when observing your lesson. Planning your lesson with past advice in mind makes the next lesson much easier. I have seen as a new teacher a dramatic difference after I have worked to implement both comments on my lesson plan and suggestions after a lesson has been taught. It has also been helpful to look at past lessons, such as in comparing the two lessons presented as artifacts to see the differences, such as lesson details, strategies used, and the knowledge of student learning.
My last artifact serves as a representation that I have not only planned for the present, but also am planning for the future. It is a block lesson plan for my case study in which I served as a reading specialist in training. I was required to note the weaknesses in the reading skills of my student and then produce a long term intervention plan that specifically addressed any concerns. This allowed me to consider the long term effects and ensure that my daily lesson plans were ultimately progressing towards a goal. This is a skill that I am finding is incredibly important because as a teacher I must be able to look at long term effects and plan my lessons accordingly. I believe this artifact demonstrates that I am progressing past simply teaching lessons and thinking about teaching units, skills, and concepts.
Instructional Purpose
instructional_purpose.pdf | |
File Size: | 5026 kb |
File Type: |
Tall Tales Lesson Plan Fourth Grade Classroom
tall_tales.docx | |
File Size: | 576 kb |
File Type: | docx |
Pirate Ship Lesson Plan Sixth Grade Classroom
pirate_ship.pdf | |
File Size: | 2386 kb |
File Type: |
pirate_ship_2.pdf | |
File Size: | 2575 kb |
File Type: |
pirate_ship_3.pdf | |
File Size: | 224 kb |
File Type: |
pirate_ship_4.pdf | |
File Size: | 5806 kb |
File Type: |
Block Plan Demonstrating Long Term Planning Skills
block_plan.pdf | |
File Size: | 1710 kb |
File Type: |