This chapter is perfectly timed as we begin to write our lesson plans for ELED 305. The authors begin by emphasizing that proper planning of a lesson begins with the concept or what the students need to know. They also reiterate the importance of writing clear objectives and give excellent examples. Although they suggest developing activities and then planning assessments, I like the method discussed in class. First, determine what the students need to know. Then ask, “How will I know that they understand it?” The third phase can be to plan activities and instruction.
I especially appreciate the section “Managing Inquiry Instruction and Learning.” When children work semi-independently or in groups with hands-on activities, the experience can be rewarding. It can also be chaotic. I will use these strategies for helping maintain order so that students can be safe, engaged, and come away with my learning objectives.
Nice reflection, Ellen. And yes, the chapter was perfectly timed for the assigned work in this class. Coincidence?
ReplyDeleteI'm glad you were able to connect your reading of this chapter to my cursory treatment of the "backward design" model of curriculum development. It is, in my mind, better to plan the instruction last after you have first decided what the students should know and, second, determined what would constitute acceptable evidence of that knowledge.