Focused Lesson Planning

Urban Fraefel

doi:10.5771/9781475869118

Focused Lesson Planning

Helping Teachers Examine and Develop Their Own Mindset

1. Edition 2023

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doi.org/10.5771/9781475869118
ISBN print: 978-1-4758-6909-5
ISBN online: 978-1-4758-6911-8
Rowman & Littlefield, Lanham Rowman & Littlefield, Lanham

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Abstract

This book shows teachers how to plan units and lessons in a highly focused and effective way. Readers are introduced to a professional planning strategy that is lean and timesaving, without wasting energy on side issues. This approach takes as its starting point the students and the outcomes they need to achieve and focuses the entire planning process on making sure students will be successful. With this backward approach, all planning steps are focused on the goal of learning success, keeping teachers from overplanning, underplanning, or misplanning. The book highlights the importance of tasks as planning tools for teachers. Well-set tasks reveal the teacher's intentions and the content to be learned, and they show students what will be assessed and how. How to develop and apply planning around meaningful tasks is a key focus.

Thanks to numerous suggestions for learning activities, this book is suitable for independent work through,but it can also be used with profit by teacher educators and cooperating teachers.

Schlagworte

professional planning units and lessons learning activities

Chapter Expand | CollapsePage
Preface
- Contents
  - Foreword
  - Preface
1–6 1 The Approach in Brief 1–6
7–20 2 The Primacy of Impact and the Wisdom of Practitioners 7–20
21–28 3 Rethinking Conventions of Lesson Planning 21–28
29–36 4 The Key Principle of Planning Units Backward 29–36
37–44 5 Planning a Unit 37–44
45–58 6 Planning a Lesson Backward 45–58
59–68 7 Planning Lessons by and with Student Teachers 59–68
69–92 8 What Goals for Units? What Expected Results? What Tasks? 69–92
93–102 9 From Unit to Lesson: Two Goals per Lesson, and Assessment 93–102
103–122 10 More on Assessment 103–122
123–124 Epilogue 123–124
125–128 References 125–128
129–130 About the Author 129–130

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