Mark. Plan. Teach (Plan (Idea 1: A Cognitive Process (Reading (Lean Lesson…
Mark. Plan. Teach
Idea 1: A Cognitive Process
Planning traps p.62
Leads to more
using another teacher's learning objectives, rather than considering your own students' needs and how the objectives could be interpreted or adapted for them
too many activities? Too many objectives? .. Over-planning generally leads to under-leaning
To avoid these traps, ask yourself not 'how can we get to X,Y or Z? but 'where are the students starting from?' p.63
If you cannot describe your lesson plan in less than thirty seconds, it's already overcomplicated p.64
more often than not, the teacher facilitated the beginning of the lesson, and this introduction was often then followed by a period of students leading their own learning p.63
Your planning must first consider
what students should learn
before giving any consideration to what you want the students to
to teach this goal (p.61)
Learning objectives: the precision of your language really counts in making learning stick p.68
Have them hidden from view until the end of the lesson
Lean Lesson Planning, Peps Mccrea
planning should be all about quality and not about quantity
Act I: 'Lean foundations' nitroduces the 'meanings, mindsets and habits underpinning the lean approach.'
Act II: 'Habits for planning' details the 'core habits of lean planning'.
Act III: 'Habits for growing' provides strategies for growing excellent classroom practice.
Is Teaching a science or an Art?, Alexander Makedon
Teaching: Notes from the Front Line, Dr Debra Kidd
The Spider Strategy: Six Steps to Outstanding, Marcella McCarthy