How I Plan Standards
Lessons
Judy Jones
Sometimes, I think back on my first year of teaching biology when
I was just trying to have “something” to do each day.
I would look for engaging activities but I would also just follow
the chapters in the textbook. I took advice from my colleagues and
I thought about how best to teach difficult concepts. But my overall
“plan” was to finish the relevant chapters. I did not
have a set of goals and objectives, and if they existed in California
in the 60’s, I certainly never saw them. I suppose that the
saving grace was my enthusiasm and desire to create a course that
inspired young people to love learning. But I know that I was not
as skilled at helping to build meaningful learning around standards.
I plan very differently now. I use the North Carolina Curriculum
Standards all the time. They are my constant guide for the content
that I teach. I have a year-long plan that delineates what and how
I will teach these standards. By adhering to these standards, I
can ensure that all of my students are given a solid, unified course.
I know they understand difficult concepts better because I have
built a curriculum that is well-mapped and connected to an over-all
plan and set of standards.
In order to design my curriculum, I need to know my subject very
well and I need to know how to assess how well my students have
learned. In some way, I build my lessons backwards. I first identify
the results that I want to achieve with my students. I ask, “What
do I want my students to understand? What do I want them to be able
to do? What will be my evidence that they have learned these concepts
and objectives?” Once I have determined how I will assess
their learning, then I can begin to plan my lessons.
Here is a description of how I go about this:
-
First I decide how many standards I will focus on in a unit.
These might be content standards, but they could also be process
standards. They might come from state objectives or from the
National Science Standards. The number of standards in any one
unit needs to be manageable. I am careful not to try to accomplish
too much but to also challenge my students. It is a tricky balance.
-
I try to build understandable connections from what my students
have already learned to the new material I will be teaching.
I also think about how I will help them build connections within
the new material. I often use brainstorming with my colleagues
to develop these connections – and later, I sometimes
use a brainstorming technique with my students.
-
I try to find a core issue, question, or problem that I can
organize the unit around. This helps my students connect their
learning to their previous learning and experiences and also
helps build enthusiasm for the learning process.
-
I plan how I will assess my students' learning. Although I
certainly use quizzes and tests, I also use more authentic learning
experiences such as lab reports, class presentations, construction
projects, and other assessments. I prepare rubrics to assess
student projects. The rubrics help me stay focused on the goal
of the assessment and are shared with my students before they
begin the project. They help students also keep focused on the
ultimate expected outcomes.
-
I make a list of essential questions that relate to the content,
generate complex thinking, and lead to active learning. I try
to make these questions relevant to my students’ experiences
as much as possible.
-
Then I select and create student learning experiences (labs,
activities, discussions) that will give them the opportunity
to inquire, conduct research, collaborate, reflect, and solve
problems. I think about appropriate uses of technology that
will enhance my students’ conceptual understanding.
-
As I am planning I incorporate ideas to differentiate my instruction
to meet the different learning styles and needs of my students.
I always think about how my plans will address the different
ethnicities in my classroom.
-
And as my students and I proceed through the unit, I am continually
drawing their attention back to the essential questions and
helping them assess how well they have learned the content and
the processes.
Conclusion
Some people may object that such attention to standards and planning
takes the spontaneity out of teaching and learning. I would argue
that careful planning and building of connections around standards
immensely improves learning. If you came into my classroom you would
still find a sense of fun and some carefully “planned spontaneity.”
You would find laughter and enthusiasm. You would find students
who know what they need to learn and are working on carefully crafted
activities and assessments experience the freedom to enjoy the process.
Please share you comments with me
via e-mail.
|