This document outlines a teacher inquiry plan process that includes three parts: 1) A focusing inquiry where the teacher establishes a baseline and direction by determining what students have and have not learned; 2) A teaching inquiry where the teacher plans learning opportunities using research and experience to achieve prioritized outcomes; 3) A learning inquiry where the teacher assesses success through various methods and analyzes the information to determine next steps. The plan template then prompts the teacher to identify specific achievement targets, measurement methods, teaching strategies, resources, and support people.
Group 2 systematic approach to teachingMaria Theresa
A plan that emphasizes the parts may pay the cost of failing to consider the whole and a plan that emphasizes the whole must pay the cost of failing to get down to the real depth with respect to the parts-- C. West Churchman
Group 2 systematic approach to teachingMaria Theresa
A plan that emphasizes the parts may pay the cost of failing to consider the whole and a plan that emphasizes the whole must pay the cost of failing to get down to the real depth with respect to the parts-- C. West Churchman
Introduction
Objectives
Need of Lesson Planning
Approaches to Lesson Planning
Course and Unit Planning
Daily and Weekly Planning
Steps in Lesson Planning
The Lesson Plan Format
Self-Assessment Questions
References
This describes about the reflective thinking and the action research, teachers reflection, skill and knowledge,reflective thinking, benefits and limitation of reflective thinking, reflection practices and forms, Integrated action research.
Lesson Plan
Basics and Principles
Lesson Planning is a large part of being organized and a key feature of a competent
teacher. It is a special skill that is learnt in much the same way as other skills. Careful
lesson planning can help to ensure the successful running of courses. Incorporating best
practices in teaching and learning into the design process will help students to meet their
learning objectives.
1. Teacher Inquiry Plan - 2011
“...effective pedagogy requires that teachers inquire into the impact of their
teaching on their students.” NZ Curriculum, P35
Teacher: Year Group:
Focussing Inquiry (establishes a baseline and a direction). The teacher uses all available
information to determine what their students have already learned and what they need
to learn next.
Teaching Inquiry The teacher uses evidence from research and from their own past
practice and that of colleagues to plan teaching and
learning opportunities aimed at achieving the outcomes prioritised in the focusing
inquiry.
Learning Inquiry The teacher investigates the success of the teaching in terms of the
prioritised outcomes, using a range of assessment
approaches. (This occurs...) while learning activities are in progress and also as longer-
term sequences or units of work come to an end.
(Teachers...) then analyse and interpret the information to consider what they should do next.
2. Achievement Targets –What am I trying to achieve?
Focussing Inquiry (Focus Justification)
What is important (and therefore worth spending time on), given where my students are at? Why am I focussing on this?
Measurement
How will I measure the progress - formatively –( diagnostic, summative?) How will I know what’s working?
3. Teaching Inquiry (Craft and Research Knowledge)
What strategies (evidence-based) are most likely to help my students learn this?
Strategies: What Will I Do?
Learning Inquiry (On-going Monitoring and Reflection)
What happened as a result of the teaching, and what are the implications for future teaching?
Identify the location of all reflective entries. Where are they hosted?
Resources: Support People: