Planning
It is the supreme art of the teacher to awaken joy
in creative expression and knowledge.
- Albert Einstein
Fervent planning is a chief pillar of successful instruction. It is the precursor to anything a teacher says, shows, endorses, encourages, or assesses. Planning is adverbial in nature; it tells how an instructor will instruct. The motive behind the plan, though, is an integral part of a teacher’s educational philosophy. In my case, backwards design- formulating a plan of instruction geared toward the end result- gives me the opportunity to effectively organize the information in a logical and sequential system of information.
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Once a sequential design is outlined, instructional strategies that complement the students’ needs and interests will augment the plan. Planning for young adolescents involves preparation around cognitive functioning levels as well as recognizing a requisite for social learning. Using a variety of instruction will help meet the needs of a mixture of diverse learners. I employ a mixture of instruction, from individual practice to cooperative learning, and allow students ample practice time in order to master new skills and difficult concepts.
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Determining the type of and the level of scaffolding required is challenging, yet pertinent. The zone of proximal development is crucial to meaningful learning. All students have the ability to learn; therefore, they all should be challenged in ways that help them develop critical thinking skills without frustrating them. This, in turn, will help build confidence and aids my future plans as students uncover a deeper self-efficacy. Meaningful challenge builds independence and allows me to plan higher-level activities as students progress. However, I cannot accomplish this without recognizing that there will sometimes be communication breakdowns between the teacher and the students.
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Anticipating misconceptions and communication errors is integral for solid progress. These thought patterns need to be intercepted and redirected as soon as possible; therefore, I attempt to be proactive and predict these issues and propose clarification during the planning phase. Finally, making accommodations to both the process and product for students who struggle with reading or math needs to be implemented during the planning phase. I do not think of these changes as a last-minute decision. I ensure that any changes to materials or instruction are well-planned out and discreet.
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*Please see the links above from the drop-down menu above to access lesson plan and assessment files.