Wow! Chapter 5 has a wealth of information that I can use when writing my unit and lesson plans. I wish I would have read the chapter before I posted my unit outline. I feel I have a more solid understanding of what the expectation for a science unit outline is about. In keeping with the rest of the chapters in the textbook the “direct” information is followed by practical examples of how I might utilize this information.
To be honest I feel as if all we do are lesson plans and units; which makes sense since this is teacher training. My point is that the input of information can be overwhelming at times. It is especially difficult because, much like the real world, each teacher has a slightly different approach to lesson plans and units. At times in a few classes I have felt as if I were winging it. I know that in real life experience I will need to do that, but this is where I pay to learn how to design lesson plans and units. Out there they pay me to wing it…and I will be happy to oblige. This class and this book have the easiest to understand and implement formats of all I have learned to date. Straight to the point, this is what I am going to teach and this is how. I am not required to laden down the plan with a bunch of meaningless mumbo jumbo. Anyway I am climbing down from my soapbox now and I will say that this chapter had a lot of useful information that I will apply very soon.
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Move over. I'll get on the soap box too... Well, you are right that when you have your own classroom, you will, in a sense, have to "wing it." That will be the time when you realize that it is up to you to make good things happen for the kids. But you will have some good training behind you. I think that when you are in that position of teaching your own students, you will (as we all must) need to resist the temptation to imitate the ways we were taught in school. Trust the training you are receiving now, and do what you know is right.
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