Planning and Preparation Essay
In the majority of educational programs offered at accredited universities, we are taught that a lesson or unit plan is a teacher's detailed description of the course of instruction for one class. Traditionally, well-developed lesson or unit plans will initially focus on objectives. The teacher would create the “students will be able to do” and plan the lessons according to the objectives that reflect the interests, needs, and learning styles of the students. As we are working towards the end of a unit, the focus then shifts towards creating and studying for the unit test. Traditionally, the teacher will create the summative assessment based on the lessons covered in the unit. However, my approach to lesson and unit planning deviates in some aspects from the traditional approach. I design my lessons and unit plans by setting goals before choosing instructional methods and forms of assessment. My priorities are to identify the results desired, determine acceptable levels of evidence that support that the desired results have occurred, design activities that will make desired results happen. In order to achieve this, I set out to identify which standards can be applied to the unit and prioritize the standards by organizing them into three categories; T1, T2, and T3. The T1 standards are the driving standards in the unit and have first priority. T2 and T3 have lesser priority and are grouped according to the T1 standards. This is the crucial part of the planning stage and I have to ensure that all the T1 standards are covered in my objectives. In December, I will be teaching Ancient Greece and I am currently in the planning process of the unit. I am creating and defining my objectives based on the standards. In identifying the T1 standards, I look at higher level Bloom type questions and analyze which standard will cover and answer them. I have identified the following standard as a T1 standard based on my criteria....
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