Discussion in 'General Education' started by Motivationalwealthyguru, Jul 11, 2017.
Jul 11, 2017
What is the most time consuming aspect of the lesson planning process?
Jul 12, 2017
what is your experience with lesson planning, Motivationalwealthyguru?
It honestly depends on the individual teacher / subject. Are you currently teaching or are you studying to be a teacher?
For me, the research (watching yt videos, reading teacher blogs, websites etc) that goes into making lessons engaging takes the most time. I could flash power points all day everyday and that would cut planning time considerably but that's not engaging for students or for me.
i have been an educator and writing lesson plans for 16 years now...
I currently teach Health and Physical Education on the secondary level. What subject/subjects do you teach and how long does it take you to plan for a week?
So on an average, for well thought out innovative lesson plan how long does it take you to complete it--from start to finish??? Thank you for your great reply!!
For me, I tend to plan whole units in advance. The way I teach is much more one-on-one instead of the tradition group of students in a classroom, so I have to plan for asynchronous learning. Think Flipped Classroom Model. I've been teaching this way for years so I'm very used to both creating a month's worth of lessons in a block AND making major adjustments on the fly.
Ok so reflect back on your 1st or 2nd year as an educator, what was the most time consuming aspect of the planning process and how long did it take for you to complete a lesson plan for the upcoming week?
Yes, but....GOOD lesson plans take a lot of time. As the expectations for teachers increase, planning time decreases. Not all teachers are willing or able to give up evenings and weekends to develop unique and engaging plans for every lesson.
My first year of teaching had me spending about 10 hours a week developing plans. Thankfully I had the internet and only one prep. Because of class sizes and student abilities, that one prep was more like 2.5. No one at my school taught that subject so I was on my own.
if the students can't explain what they've learned... learning hasn't taken place." [/QUOTE]
Not necessarily true.
Grade 3. 20 years experience. It takes me VERY LITTLE time to plan.
I teach SPED and have 25 preps a week for my students in grades 4-8. I rely on the prepared lessons from our curriculum and just copy and paste them into my plans. That allows me much more time to find ways to incorporate other activities and helps to make things more engaging and interesting.
What was your experience? I imagine PE planning is different than classroom just as elementary is different than middle school and different than high school.
The actual planning part takes very little time for me. I'm fortunate because I don't have to turn in lesson plans (although I'm afraid that might change with our new P next year), so my plans are just a bulleted list of activities full of abbreviations that only make sense to me! I teach SPED; 4 grade levels with no provided curriculum, so the most time consuming aspect for me is finding/creating materials. Luckily I've gotten really good at figuring out what the logical next step is for each student over the years, but then I generally have to create something on my own that will match that. Since I'm not following any specific curriculum or always teaching the same standards, I can't reuse anything from year to year either; every year changes based on the kids I get and their needs.
Jul 13, 2017
I plan in units (some new each year and some I'm able to reuse, in some form, from year to year). I need to have daily plans for at least 3 days on my desk at all times, and seldom make specific plans further out than that; there are too many variables that can change things. For me, the biggest struggles continue to be keeping things fresh and engaging for my students and planning to meet the individual needs of all of my learners--from the lowest to the highest.
You can write the most detailed and engaging lesson plans possible, but it all depends on the students during the learning. No one totally is able to stick to their plans on a daily basis.
I agree. Just because a student can fill in a blank or choose a correct answer, that does not mean learning has occurred. Just because a student can ace a test after cramming the night before, that does not mean learning has occurred. The opposite is also true. Just because a student can't complete a worksheet doesn't mean learning hasn't occurred; the student may be in the process of learning.
Back to the OP, what takes me the longest in lesson planning is also my favorite part of the process, researching the subject. In elementary, I don't do this for every single lesson, but I enjoy doing extra research on a topic. I kind of over prepare.
My preparations guide me in teaching the basic outcomes for the lesson because I better understand how the basics mold together in preparation for advanced learning in the future. I'm also ready to field questions the students have, and I'm better able to guide discussions that evolve from student comments. Personally, I think student questions and comments are a significant and necessary part of a lesson; this is when their brains interact with the lesson, when their neurons develop connections with previous learning, and when metacognitive learning takes place. The extra research also further develops my enthusiasm for the topic which ultimately spills out into my presentation of the lesson.
Separate names with a comma.