When I started thinking of my lesson today I found myself wondering why we had to do this drawn out process, of drafting and writing and planning and etc etc etc. My immediate reaction was that it was redundant, busy work intended to fill the rest of the semester.
But as I started to think about the lesson, really reflected about my lesson I began to see what I thought might have been the reasons why we are doing our lesson planning in this way. Because each part of my lesson was in a way simultaneously both removed from and connected to each other. In this way I was able to look at each component, and really look at each critically and closely which is something that I doubt I would have done if I were just writing my lessons as we have been doing recently. This careful and deliberate process of planning and writing slowly allows me to really contemplate and parse my own lesson. Why am I choosing to do what I am doing? What do these choices mean for my students? These questions lead me back to perpetual backwards planning in my lesson. I am in constant conversation with my objectives and relate each component back to them.
That said I think that my lesson is going well. As I said above I keep trying to use the time that I am getting to really be reflective in my lesson planning in a way that I will not be able to be when I am teaching. I was really pleased with my reading strategy lesson and am really happy with how my culminating text is developing. As I move forward in my planning I think that I will need to look more for ways that I can bridge the gap between each part of my lesson and the overarching theme of the lesson. I will probably even need to revise my lesson in certain very structural ways so that the lessons will fit each other. That is honestly my only worry when it comes to planning these lessons. i worry that because of the parcel fashion of our planning that my lesson will lack continuity.
But as I started to think about the lesson, really reflected about my lesson I began to see what I thought might have been the reasons why we are doing our lesson planning in this way. Because each part of my lesson was in a way simultaneously both removed from and connected to each other. In this way I was able to look at each component, and really look at each critically and closely which is something that I doubt I would have done if I were just writing my lessons as we have been doing recently. This careful and deliberate process of planning and writing slowly allows me to really contemplate and parse my own lesson. Why am I choosing to do what I am doing? What do these choices mean for my students? These questions lead me back to perpetual backwards planning in my lesson. I am in constant conversation with my objectives and relate each component back to them.
That said I think that my lesson is going well. As I said above I keep trying to use the time that I am getting to really be reflective in my lesson planning in a way that I will not be able to be when I am teaching. I was really pleased with my reading strategy lesson and am really happy with how my culminating text is developing. As I move forward in my planning I think that I will need to look more for ways that I can bridge the gap between each part of my lesson and the overarching theme of the lesson. I will probably even need to revise my lesson in certain very structural ways so that the lessons will fit each other. That is honestly my only worry when it comes to planning these lessons. i worry that because of the parcel fashion of our planning that my lesson will lack continuity.
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