Lesson Planning
What was easy?
For me, I felt like forming an assessment was the easiest portion of this assignment. In prior lesson plans I have done it enough to understand the expectation and what works well and flows easiest. I feel like having some sort of standard/ learning target to build off of (as we already had going into this assignment) made it easy to create guidelines. Another part that I found relativity easy to navigate was the modeling portion. I completely agree with the "I do" then "we do" and last "you do" structure of a lesson. I designed a lesson about supporting details and defending an opinion, so giving a personal example was an easy incorporation.
What was hard?
On the flip side, I found some of the attention grasping portions to be a little more difficult. For example, creating an introduction that tied into past experiences while also trying to keep the attention on the lesson topic. I think creating an engaging hook can be challenging especially since every lesson is different and takes on a alternate form of interest. It's hard to find a question that is both personally relevant and intellectually rigorous while also catching the attention of your students. I'm not sure I properly accomplished this section but I gave it my best guess. I also struggled with the practice portion as my lesson wasn't designed to have any portions taken home for homework. In addition, I didn't want the practice be solely independent as it makes it hard to get feedback but I also didn't want to require the help of someone else for students who don't have that support at home. Overall, these two portions made me think the deepest but I also think that's just another piece of being a teacher. The challenge may be frustrating but it definitely adds fun and flavor to lesson planning.
Hey Sam!
ReplyDeleteI'm glad to hear that you are feeling confident about the assessment portion of lesson planning, because I, as well as a lot of our peers, do not feel as confident about assessment. I am also a fan of the "I do, we do, you do" model. I think it is a great way to scaffold instruction, and it really sets the expectations for students to follow.
My understanding of the practice portion is that it can also be done at school. I believe that all practice is, is the "you do" portion of the "I do, we do, you do" model. This practice can be as simple as having students work on math problems after a lesson. When practice is done in the classroom, students also get a chance to ask you questions or ask you for help if needed. Thanks for sharing!
I am totally finding assessments tough, so that's awesome you are feeling good about it. As far as the hook, I think as we have real students, and get to know them, it will be a lot easier to find something that interested them to get them interested. It's tough thinking of a generic group of students, but once we know what they like and what gets them motivated, I think this will become much easier.
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