| When it comes to lesson planning, it's more important | | | | and teach our students to become responsible for |
| for new teachers to plan smarter than harder. | | | | their learning. |
| What is planning smarter? | | | | This category is endless - |
| Planning smarter simply means knowing your purpose | | | | Students can choose topics for projects, decide how |
| behind activities of a lesson plan - why is that activity | | | | many reading sections to read and which level of a |
| important and what can it do for your students? | | | | reading passage best suits them. They can also |
| As a teacher trainer, I've seen new teachers more | | | | prepare their own materials like review questions, cloze |
| concerned by how a lesson "looks" and making sure | | | | passages and worksheets. |
| that each activity fits according to its place in the | | | | Students of ALL grades should also be encouraged to |
| lesson of a beginning, middle, or end. | | | | reflect on their own successes and failures so they |
| This is planning harder. | | | | know what they need to improve and HOW. |
| When a lesson backfires, the first thing you'll want to | | | | These are important life skills, not just subject skills. |
| know is - why? But when you have a purpose to your | | | | 2. Always try to engage your learners with meaningful |
| activities, you can reflect on specifically what worked | | | | activities. |
| and what didn't about the activity and what you should | | | | Jigsaw reading and STADs (Student Teach |
| next. | | | | Achievement Division) are two types of cooperative |
| So basically, there are just a few important categories | | | | learning activities that are both fun and educational and |
| for lesson planning when it comes to planning smarter. | | | | encourage students to work according to their level |
| As you plan this week, keep these two categories in | | | | and ability. |
| mind: | | | | Including a wide range of activities is good - but |
| 1. Include activities where you allow your students to | | | | knowing your purpose for engaging your students is |
| direct their own learning. | | | | key. |
| By allowing students to direct their own learning, they | | | | Remember, when the going gets tough, the tough get |
| are involved in the "doing." In doing, they learn to also | | | | going. |
| grow more responsible for and respond to their | | | | But that doesn't mean you need to plan harder. |
| learning. Research shows that students who learn to | | | | You just need a plan to work smarter! |
| direct their learning are more successful in life later on. | | | | Work it! |
| This is why we teachers need to be less controlling | | | | |