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Class Planning - Coggle Diagram

- - - - On a single class session with clear, measurable learning objectives.
        
        Follows a sequence
        
        Introduction, instruction, guided practice, independent practice, assessment, and closure.
  - - - Activities are selected/designed based on cognitive demands of objectives (conceptual, procedural, attitudinal).
        
        Activities must be
        
        engaging, developmentally appropriate, and differentiated.
        
        Includes
        
        success criteria and opportunities for feedback and reflection.
  - - - is
        
        allocated efficiently across lesson phases to ensure depth and pacing.
  - - - The teacher responds flexibly to verbal and non-verbal feedback during the class.
      - The adjustments improve relevance, clarity, and the level of participation.
      - A participatory and receptive learning environment is encouraged.
  - - - Ongoing, low-stakes assessments (e.g., exit tickets, questioning, quick tasks).
      - Aligned with objectives and used to inform instructional adjustments.
      - Reinforces a culture of continuous feedback and growth.
- - - - Principles and characteristics of effective planning
        
        Intentionality, ensuring plans are purposeful and aligned with learning objectives and curricular standards.
        
        Flexibility, allowing teachers to adapt strategies in response to changing classroom dynamics.
        
        Coherence, maintaining internal consistency among goals, content, methods, and assessments.
        
        Inclusiveness and contextualization, addressing student diversity and real-world relevance.
        
        Innovation through new approaches and technologies.
        
        Evaluative, involving ongoing reflection and adjustment to improve teaching and learning outcomes.
  - - - is
        
        The most comprehensive, as it outlines the general objectives and content distribution for the entire academic year, setting the overall trajectory of the course.
    - - allows
        
        For a more detailed organization of topics and learning outcomes over a shorter period, facilitating adjustments and deeper focus on specific areas.
    - - are
        
        Plans into structured sequences of lessons, activities, and assessments.
    - - is
        
        The most immediate level of organization, defining the specific objectives, procedures, materials, and evaluation tools for each class session.
  - - - Structured set of learning goals, content, competencies, and evaluation criteria
      - Ensures coherence and quality across education levels
      - Reflects political, cultural, and social values
    - - Legal/institutional mandates (laws, reforms, standards)
      - Defines the “why” of education
      - Must be contextualized in classroom realities
  - - - Identify gaps between current and desired learning outcomes
    - - Assessments, observations, interviews, self-evaluations
    - - Academic levels, learning styles, socio-emotional factors, context
    - - Involves families, specialists, and students
    - - Considers institutional resources, cultural background, community
    - - -Personalized and realistic planning
        -Promotes inclusion and equity
- - - - Translates medium-term goals into weekly instructional units.
      - Organizes content based on topic complexity, time available, and student needs.
      - Promotes continuity and flexibility in teaching.
  - - - Arranges learning tasks logically to support cognitive development.
        
        Enhances student engagement through varied and purposeful progression.
        
        Supports differentiation and inclusion
  - - - Utilizes diverse materials (digital, physical, human) to meet varied learning styles.
      - Promotes relevance, inclusion, and deeper understanding.
      - Encourages real-world connections and accessibility.
  - - - Provides ongoing feedback to guide instruction and improve learning.
      - Identifies student needs and supports adaptive teaching.
      - Encourages student reflection and autonomy.
  - - - Outlines objectives, content, activities, assessments, and adaptations.
        
        Ensures organized, purposeful, and inclusive instruction.
        
        Facilitates monitoring, reflection, and professional accountability.
- - - - Teachers assess how well lesson plans translate into student learning outcomes by comparing goals with actual performance.
      - Performance data (tests, observations, participation) highlights strengths, gaps, and areas needing differentiation or pacing adjustments.
      - This analysis supports instructional refinement and collaborative teacher growth.
  - - - Feedback guides both teaching and learning; it must be timely, specific, and actionable.
      - Student feedback (verbal, written, behavioral) helps teachers adapt strategies, while teacher feedback helps students grow metacognitively.
      - Iterative adjustments, informed by feedback, foster a culture of growth and responsiveness.
  - - - Effective planning addresses diverse learner needs by offering varied content, processes, and products.
      - Uses diagnostic info to tailor instruction without compromising expectations.
      - Applies Universal Design for Learning (UDL) to ensure accessibility and equity for all students.
  - - - Encourages the use of dynamic, student-centered methods (e.g., project-based learning, gamification).
      - Promotes exploration, originality, and real-world relevance in learning tasks.
      - Fosters classroom environments where creative risk-taking and problem-solving are valued.
  - - - Teachers must uphold fairness, respect, confidentiality, and integrity.
      - Professionalism includes preparedness, collaboration, and adherence to ethical digital practices.
      - Teaching is framed as a civic and moral responsibility, committed to equity and student dignity.