9 Ways to Plan Transformational Lessons: Planning the Best Curriculum Unit Ever

When instructors engage learners, develop ability and understanding, and amplify students' identities, we call them "transformational teachers" -- professionals who provide learners with disciplinary View-Masters so that kids can see the world in stereoscope. But how do they prepare? Do they just show up for class and spontaneously uncork the awesome? Obviously not. Behind the scenes, transformational teachers labor over curriculum plans that look simple and even elegant to classroom observers. How to Plan Transformational Lessons 1. For decades, many educators let a textbook's table of contents determine the scope and sequence of a course. Teaching strategies are approaches that teachers use to improve student learning. Balancing teaching strategies with learning strategies keeps instructors and students actively engaged and focused on the same purpose. 2. As teachers gain fluency in using Google Docs, collaborative planning is becoming second nature. 3. 4. 5. 6. 7. 8. 9.

Assure - Instructional Design Model The ASSURE model is an ISD (Instructional Systems Design) process that was modified to be used by teachers in the regular classroom The ISD process is one in which teachers and trainers can use to design and develop the most appropriate learning environment for their students. You can use this process in writing your lesson plans and in improving teaching and learning. The ASSURE model incorporates Robert Gagne's events of instruction to assure effective use of media in instruction. A — Analyze learners S — State standards & objectives S — Select strategies, technology, media & materials U — Utilize technology, media & materials R — Require learner participation E — Evaluate & revise Sharon Smaldino: About the Model "To ASSURE good learning, I believe it is not one single thing that a teacher or designer should consider, but I do believe that there are areas of emphasis. First, ASSURE starts with looking at the learner in detail. [From Michael M. Additional Information

Adaptable Lesson-Planning Adaptable Lesson-Planning Richard Hamilton questions two central principles of lesson-planning In this article, I would like to re-appraise lesson-planning, focusing on aims and objectives and learner styles in particular. In my view, the 'aims and objectives' approach has become too pervasive, and I will argue for teaching without them. As part of this argument, I will also make the point that while learner style theory may lack a strong evidential base, it has a lot to offer the teacher who dispenses with aims and objectives. The requirement to state 'aims and objectives' is a pre-requisite of competence not only on the CELTA1 , but also the DELTA2 and, I should think, the vast majority of observations that take place as part of in-service training. The setting of and failure to achieve aims, which may in themselves be arbitrary whatever the teacher may think, can be an unnecessary source of distress. Similarly, I like to prepare and deliver lessons 'spatially' not 'linearly'. Sources