Planning And Design
- 2. Case Identifies 4 Guiding Principles of Good PlanningBe PurposefulBuild ThoughtfullyDraw Widely and WiselyPlan Loosely
- 3. Be PurposefulClear Focused DestinationsManageable DestinationsJustifiable DestinationsAligned Destinations
- 4. Build ThoughtfullyNurture an environment conducive to learningProvide meaningful contexts for learningTeach the prerequisites
- 5. Draw Widely and WiselyIntegrate the content of different disciplines and subjectsUse diverse learning resourcesUse varied teaching methods
- 6. Plan LooselyExpect DiversityAllow for Student ChoiceStay Flexible
- 7. From CaseCase identifies four levels of planningVision of the yearA course planUnit plans Individual lesson plans
- 8. Course PlanDeciding on an appropriate focus for each unitIdentify specific objectives for all the unit goalsSequencing objectives across the units
- 9. Unit PlanDetailedOutline Specific ObjectivesIndividual Lesson Plans
- 10. Lesson PlanNeed to Create Clear ObjectivesNeeds an Introduction- Case states that it needs an illuminating launchDevelop and Sequence the Body of the Lesson
- 11. Coarse PlanChoose one of the Senior course and in your groups start a course plan
Editor's Notes
- #3: Purposeful: According to Case we need a clear and conscious directionHe likes to talk in metaphors Ultimate destination is rational-our ultimate ideals or ultimate vision for society and our students.Our intermediate destination are our goals for an individual unit and coarseThe immediate are our objectives for specific lessons
- #4: Clear and focused: both in the near and short term we should know what we want to achieveVaguely understood goals and objectives do not provide the sense of purpose effective teaching requiresManageable destinations: We should not expect to do it all. If we try to do too much we will end up being superficialJustifiable destinations: We can not simply decide to peruse our own preferred directions. Students best interests, parents curricular and other professional responsibilities.Aligned Designations our long and short terms destinations must be in alignment, so that we continually are working towards our ultimate destination.
- #5: Nurture: It seems obvious. Not all teachers do this.Provide meaningful contexts for learning. Relevance, RelevanceTeach the prerequisites: If you expect them to do research you have to teach them to do research. Primary example: Teachers complain that they just use the internet. Did you take them to the library and teach them to use it.
- #7: Always expect and to the extent possible accommodate diversity in students interests and their abilitiesAllow for student choice-Entrench opportunities for student choice and self directionStay flexible-allow for change, your own. Don’t make up a binder and use it year in and year out.
- #8: According to Case you should be able to identify in 100 words or less what you are achieving for the year. Your rational, goals and climate of the classroom.Rational-should be clear and defensible-the underlying reasons for your efforts as and educator-In other words your philosophy of educationQuestion; My rational is make moneyGoals-Content, critical thinking, information gathering and reporting, individual and collective action.
- #9: Typically start with the unit topic or unifying idea for each phase of the course. The topic provides the context for promoting the goals and specific objectives of the courseThe underlying ideas within the topic are often framed as generalizations that we want the kids to understand-The big ideas.
- #11: Break down the component parts of each objective into teachable elements Vary the type of activities