Brown University Practice Based Standard Three: Planning

 

In what ways does the student teacher:

Convert ideas and materials into teachable lessons? Intro larger units – or entire course? Are there clear connections, patterns and themes?

Prepare focused, thorough, sequenced lesson plans? Does the lesson help students to see connections with previous material?

Prepare a variety of learning activities chosen in order to accommodate different learning styles and a diverse group of students?

Make his/her plans clear to the students? Does the student teacher relate individual lessons to the larger curriculum?

Use written plans? Are these an accurate guide to what actually happens in class?

Prepare a variety of communication strategies (questioning, counter-examples, etc.) in his/her planning?

Incorporate technology, where appropriate, in his/her lplanning?

Design lessons to accommodate individual differences (developmental, language, learning style of disability)? Does the student teacher use resource personnel to help with planning?

Design lesson plans that reflect an understanding of how students learn – how students construct knowledge, acquire skills, develop habits of mind?

 

Meeting the Standard:

The student teacher’s lesson plans are carefully written and detailed, noting content and skills objectives, describing activities, and noting special learning and diversity needs where appropriate. Lessons exhibit clearly focused, sensible connections from one to the next, and are designed to promote construction of knowledge by students. The student teacher takes time to explain lesson objectives to students and, using a variety of strategies, checks that students are clear about what they are doing and why they are doing it.

 

RIBTS #s 8, 4, and 3.