64 F
Los Angeles
Monday, February 6, 2023

Apple March 8, 2022 Event

Apple announced several products during their March 8, 2022, event. Studio Display Mac Studio iPad air iPhone SE iPhone 13 and 13 Pro color addition Some of the products will...

Eastman files motion for exculpatory information and continuance

In response to the January 6 Select Committee Brief to Eastman Privilege Assertions, Eastman has filed a new motion with the court. A request for the court to require...

February 2022 Employment Report

U.S. Bureau of Labor Statistics reported today that total nonfarm payroll employment rose by 678,000. The unemployment rate edged down to 3.8 percent The employment number exceeded forecasts The...

Writing Lesson Plans


To be frank, writing lesson plans has never been high on my “Top 10” things to do. Before I started writing them, I thought they were easy to write but I discovered they aren’t.

Most recently, I’ve written plans as part of trying to describe a learners’ view (ALV) of learning lessons.

To do so, I needed to find ways to describe all the bits and pieces and goings-on that describe how learners see, hear, and in other ways use their physical senses to identify what teachers do during instruction of those lessons.

Lesson plans should never let a teacher or learner down.

So, I thought, no pressure. This can’t be hard. I’ve been doing this over decades. I’ve got shelves of books with lesson plans, a notebook of samples, key words, and results of a qualitative content analysis of research reports by experimental behavioral and social scientists over the past century.

Surely, these resources will guide me to quick, easy, short and sweet lesson plans that teachers will adopt in ways that all learners learn all lessons they instruct.

The trouble with writing lesson plans, according to conventional wisdom, is that you have no control of the responses students
in real life give to whatever you say or do.

A learners’ view challenges that convention by providing probabilities of responses to various parts and process during instruction.

The downside of writing these plans is that I need to have great lessons with lots of different and intriguing examples, illustrations, and manipulables readily available, each with its own probability of learners learning. (Note that I changed from writing about students to describing what learners are likely to do.)

Realistically, I know that classroom teachers don’t have time and other resources available to create such plans, if they are restricted to applying experimental research they don’t know.

So, how do I compensate for that resource deficit? Neither teachers nor I can just slip into a fantasy world where we just make our wished for plans, resources, and instruction result in all students learning what we instruct.

I’m still working out a more complete compensation package. How do you want this package to assist you to instruct lessons learners will likely learn? What should the package include and in what format?




Related Stories

Exit mobile version