For those of you who have little, if any, experience planning lessons, what worries you the most about the process?
As a pre-service teacher with zero lesson planning experience, I worry that I am being seduced by the theory. I worry that my ideas and chosen frameworks will not translate into the classroom as well as they sound in the texts. This is because I am yet to complete the practical components of my degree and am due to commence my first curriculum method subject next session due to a mid-year enrolment. I am merely hypothesising what I think may be effective at this stage.
Roblyer and Doering suggest that teachers should develop a metacognitive awareness of TPACK or Tech-PACK, enabling them to identify gaps in their knowledge to effectively plan for technology integration (Roblyer & Doering, 2014, p. 67). However, I am yet to acquire the skills to cognitively link technology with pedagogy and relate the affordances of technology to teaching goals as the literature suggests (Krauskopf, Zahn, & Hesse, 2012). I lack experience and pedagogical knowledge to fill that gap. I am sure in time, applying such frameworks in lesson planning will become automatic.
Haynes (2010) identifies a three-step approach to lesson planning that appeals to my practical frame of mind.
- Planning and preparation (Before class)
- Teaching and learning (During class)
- Assessment, evaluation and review (After class)
Haynes also argues that step three (assessment and evaluation) should inform step one (planning and prep), thus lesson planning becomes a cycle. I would love to hear from anyone who has used the three-step approach or has advice when it comes to lesson planning, specifically how to apply theory into practice.
Haynes, A. (2010). The Complete Guide to Lesson Planning and Preparation. Bloomsbury Publishing.
Krauskopf, K., Zahn, C., & Hesse, F. (2012). Leveraging the affordances of YouTube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology. Computers & Education, 58(4), 1194-1206.
Roblyer, M. D., & Doering, A. H. (2014). Intergrating Educational Technology into Teaching (6th ed.). Essex, UK: Pearson Education Limited.