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Planning for Learning

 

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_ Planning for Learning, Beginning teacher narrative Planning for Learning, STELLA Link, Begin your planning What are pre-service teachers learning and how What are pre-service teachers learning and how are they learning? Goals, Evaluation Professional learning: obligation operspectives on curriculum development 7 8 9 10 Page 11 _
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planning for learning

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What is the value of lesson planning? Is it really necessary to plan? What, after all, is a lesson plan? Is a lesson plan a script? How closely should English teachers stick to their plans? Should they show their plans to their students? Is it desirable for all English teachers use the same model of lesson planning?

 

Now consider an example of a lesson planning guide that English student teachers have used in the past. How do the dimensions mapped out by this guide match your own? What, for example, do you make of the distinction between long term aims and short term aims? Why might it be useful to differentiate between long term aims and short term aims?

URL EDF 5436 checklist

You are not being asked to religiously stick to this particular format in the course of your teaching rounds. You may choose to develop your lesson plans in an alternative format, perhaps using the guide for lesson planning that you have just developed. You may also find it useful to consider some examples of lesson planning by student teachers in previous years.

 

Key principles that you should incorporate into your own planning:

As with all the ideas presented on the website for English curriculum and pedgogy, you are invited to critically engage with these principles and consider how comprehensive they are. Are there any dimensions missing? Do these principles put emphasis on the things that really matter?

bulletbeginning where the students are , establishing where they are coming from, what they have been doing, what they know. What are their values and aspirations? You should consult your supervising teacher and tune into what the students might have to tell you about their experiences of English teaching and schooling generally. What do they like to read? What do they like to watch on television? What are their favourite pastimes? You may find it useful to read Allan Griffen’s account of his attempts during his second teaching round to initiate worthwhile communication with the students in his class. (LINK)

bulletoffering your students opportunities to extend their language and learning , providing them with a variety of speaking, listening, reading, viewing and writing activities (read the statements about the language modes in STELLA– the ‘nitty gritty’ LINK), and encouraging them to experiment with a diverse range of genres. Your aim is devise activities that cater for the diverse range of abilities in your class, enabling individual students to make connections with their lives in productive and personally meaningful ways.

 

 

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_ Planning for Learning, Beginning teacher narrative Planning for Learning, STELLA Link, Begin your planning What are pre-service teachers learning and how What are pre-service teachers learning and how are they learning? Goals, Evaluation Professional learning: obligation operspectives on curriculum development 7 8 9 10 Page 11 _
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voices
The teaching of Writing is an adventure. It is a journey into the unknown. As such it is an exploration – one that I intend to undertake with my students….

Matt Cullen
Monash pre-service teacher (2005)

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