Planning Effective Lessons
Submitted by mcorley on August 8, 2019 - 10:21pm
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The TEAL online course on Effective Lesson Planning that I facilitated for LINCS just ended last week. Participants in this course shared some lesson planning strategies that they have found to be successful. These strategies include ways to ensure that students…
(1) are involved in the process of setting learning objectives, and
(2) have a clear understanding of where the class is headed.
The online course encourages teachers to employ the principle of backward design in planning lessons; this means that the lesson designer begins with the objectives of a lesson—what students are expected to learn and be able to do—and then proceeds “backward” to create learning experiences to achieve those objectives. Backward design helps teachers create lessons that are focused on the goal (learning) rather than the process (teaching).
The dilemma for many adult education programs, especially those in which teachers do not receive reimbursement for planning time, is that teachers cannot afford to devote a lot of time to lesson planning in which they consider the diverse needs of their students. Instead, they allow the textbook to guide instruction.
I invite you to share your thoughts on any of the following questions:
- Have you used backward design to plan lessons? If ‘yes,’ what have been your successes in using backward design?
- Do you have specific strategies for involving students in the process of setting learning objectives? If so, please share your strategy and how students respond to having a voice in this process.
- How can we encourage more adult education teachers to do lesson planning for their classes instead of relying on the generic syllabus set forth in the class textbooks?
Thanks for your interest!