Improving Lesson Planning with Pre-Work
Saved in:
| Title: | Improving Lesson Planning with Pre-Work |
|---|---|
| Language: | English |
| Authors: | Holloway, Jessica, Doxsee, Rebecca |
| Source: | Educational Leadership. Jul 2021 78(9):56-60. |
| Availability: | ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org |
| Peer Reviewed: | N |
| Page Count: | 5 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Lesson Plans, Planning, Communities of Practice, Meetings, Educational Strategies |
| ISSN: | 0013-1784 |
| Abstract: | Educators have many "meetings of the minds": Grade-level planning sessions, PLCs, coaching meetings--which together should allow teachers ample opportunities to create high-quality, rigorous lesson plans that deepen student learning. But do these meetings actually work? Frequent planning sessions often become a time for teachers to discuss the standards for the week, think about the content, or talk about what they may or may not use. But before they know it, the bell rings, and the only thing accomplished is an "idea" of what "might" be taught to students the following day or week. If teachers are able to brainstorm, think, and/or reflect "before" they come to a collaborative planning session, the meetings themselves could be more productive and helpful. Preparing for planning can make teachers' time together richer and generate better ideas. This article discusses effective ways for teachers to "prepare for planning," which provides them independent time to "pre-think and prepare" for planning meetings, resulting in a more powerful and meaningful session time with grade-level teams and coaches. Though some teachers may view preparing for planning as "just one more thing," when the process is implemented well, teachers begin to see the value in having the pre-work done and realize how planning sessions can produce high-quality, engaging lesson plans that are ready to be implemented. |
| Abstractor: | ERIC |
| Entry Date: | 2021 |
| Access URL: | https://www.ascd.org/el/innovative-lesson-planning |
| Accession Number: | EJ1317015 |
| Database: | ERIC |
| Abstract: | Educators have many "meetings of the minds": Grade-level planning sessions, PLCs, coaching meetings--which together should allow teachers ample opportunities to create high-quality, rigorous lesson plans that deepen student learning. But do these meetings actually work? Frequent planning sessions often become a time for teachers to discuss the standards for the week, think about the content, or talk about what they may or may not use. But before they know it, the bell rings, and the only thing accomplished is an "idea" of what "might" be taught to students the following day or week. If teachers are able to brainstorm, think, and/or reflect "before" they come to a collaborative planning session, the meetings themselves could be more productive and helpful. Preparing for planning can make teachers' time together richer and generate better ideas. This article discusses effective ways for teachers to "prepare for planning," which provides them independent time to "pre-think and prepare" for planning meetings, resulting in a more powerful and meaningful session time with grade-level teams and coaches. Though some teachers may view preparing for planning as "just one more thing," when the process is implemented well, teachers begin to see the value in having the pre-work done and realize how planning sessions can produce high-quality, engaging lesson plans that are ready to be implemented. |
|---|---|
| ISSN: | 0013-1784 |
