One to Grow On/Lesson Plans Well Served

Autor/in	Tomlinson, Carol Ann
Titel	One to Grow On/Lesson Plans Well Served
Quelle	In: Educational Leadership, 74 (2016) 2, S.89-90 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Lesson Plans; Teacher Attitudes; Learner Engagement; Values; Academic Standards; Teacher Responsibility; Student Educational Objectives; Curriculum Design + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Lehrerverhalten; Wertbegriff; Lehrverpflichtung; Lehrplangestaltung
Abstract	Teachers take seriously that "teaching is a deeply human enterprise," yet they can be candidates of worry about standards (or, perhaps more accurately, standardized tests) and where it's taking them in terms of curriculum design. If in their planning they crank out lessons solely focused on goals that young people don't care much about, they've forgotten what teaching really is. This article presents a balanced view of lesson planning for teachers to consider with four thinking forward ideas: (1) if teachers actually believe it doesn't matter whether learners care about what is being asked of them to learn, they've lost their way; (2) there's wisdom in teaching with clarity of outcome--nothing wrong (and potentially much right) in declaring what they value; (3) teaching "invitationally" does not necessitate abandoning important information, skills, and ideas. This calls on teachers to steer students' enthusiasms to the shore of the required curriculum; and (4) teachers are wise to see any set of standards as starting points for learning rather than boxes that define the perimeters of learning. Lesson planning, like all other teacher responsibilities, is to create learning fare that's both nourishing and appetizing, with the end goal of enlivening learning for students. (ERIC).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01