In the past couple of years we had a superintendent that expected all teachers to submit weekly lesson plans to their respective principal. This directive had some dissent at first but teachers eventually accepted the practice and complied with this expectation. As I read page 199 about planning as the first step of teaching, I made a connection with this lesson plan practice. Specifically, I highlighted the statement that there was some evidence that teacher who overplan and stick to that plan no matter what often have students who do not learn as much as students who have teachers who are flexible. Thinking back to my teaching days as an experienced educator, I recall making a skeleton outline of my objectives for each lesson rather than explicit details. I could never plan every step of my Friday's lesson plan in reading on Monday. I didn't know how students would respond to my instruction during the week and whether I would have to reteach or accelerate certain lessons based on the students' understanding.
On the same page I noted my question regarding the collaborative approach to planning used in Japan called kenshu or "mastery through study". I followed the text's directions and did an internet search of "lesson study". I found several websites that all defined this concept of groups of teachers developing, teaching, observing, analyzing and revising lesson plans. In my school time is set aside for teacher teams to get together and work with one another to plan instruction and intervene with students. One thing that may be missing right now is a formal structure for teacher teams to use when meeting. Although my principal and I are a little hesitant right now to exert our wishes onto others so early in our school's inception, some direction from us might be well received. This format for collaborative time may be what teams are looking for.
No comments:
Post a Comment