Standard 2: Planning and Implementation

A classroom is an unpredictable place. With 20-30 people in one room, each with different learning styles and personalities, they also all bring different backgrounds and experiences into the room. Some of these experiences may have happened just that morning and will influence how they learn in the classroom for the rest of the day. No matter what the students bring to the classroom, a teacher’s best defense is a solid plan.

 

Lesson plans and unit plans are where great education begins. These plans do more than incorporate the day-to-day procedures. They are there to make sure I don’t forget about certain students, to make sure I manage my limited amount of time, to keep me focused on objectives and standards and to provide me with an opportunity to reflect on the lessons and units I teach so I can keep improving.

 

Through backwards design methodology, I can better reach my objectives and create more effective assessments when I have the end goal in mind. A properly thought-out unit will flow and have a clear direction. In this way, I can efficiently use my time in the classroom as I guide my students toward any goal. Within each class, the limited time means I need to plan my lessons down to the minute, including asking meaningful questions and using efficient transitions. I use backwards design primarily when planning my units and I often use the 5E’s framework when designing specific lessons. A lesson that includes engagement, exploration, explanation, elaboration, and evaluation will allow the students to become immersed in that lesson and engage with material in multiple ways. I will also be teaching students skills, not just content, and believe that using a gradual release model can most effectively teach a student how to perform a new skill. With backwards design, 5E’s or gradual release, a plan must be in place to in order to successfully implement a lesson.

 

In a science classroom, safety is of utmost concern as the students are often working with potentially hazardous materials and equipment. With proper planning, I can make sure I have all the necessary materials to keep my students safe and arrange the physical space my classroom for ease of movement and access to safety materials. I will need to plan for the physical safety of my students as well as the safety and humane treatment of any living organisms. In a biology classroom in particular, I will be working with living organisms and need to plan out my lessons enough in advance to order specimens and to work with them on certain days. I will need to plan for their care and proper disposal before, during, and after use in the classroom.

When it comes time to implement a well-thought out lesson, any number of situations could go wrong. A good plan can be utilized by a substitute and can be vividly recalled a year later after the lesson has been taught. A good plan accounts for students who do not understand the material once formatively assessed and has an alternative to re-teach if necessary. A good teacher is  flexible and able to think on their feet. A great teacher plans for problems and the unexpected.