3.2 Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
Planning and preparation are one of the most important foundations of good teaching. As such I invest a great deal of time and energy into my preparation. Preparation is essentially the key to preventative actions. If I have prepared well I generally don’t have a lot to worry about in terms of behavioral issues. By engaging the students with interesting tasks, maintaining the pace of the lesson, clearly communicating instructions and expectations, and mixing up activities, I rarely have any serious behavior issues to contend with.
Here is an example unit plan for my Year 10 Road Science unit. While I rarely plan the sequence and timing of teaching in great detail and prefer to let my plans evolve according to the individual group, this should not be seen as a weakness. Rather, the ability to be adaptable to cater to the changing needs of the class is more important than military precision.
"He followed the scope and sequence guidelines provided by mentor teachers and delivered the curriculum faithfully under time constraints...”
"Peter’s lessons have all been organised and varied in content and delivery. He has been able to effectively work within the syllabus of each subject area, and design courses to meet these objectives. His year 9 & 10 lessons have followed a logical sequence and have included appropriate assessment materials, both summative and formative in nature.”
Planning and preparation are one of the most important foundations of good teaching. As such I invest a great deal of time and energy into my preparation. Preparation is essentially the key to preventative actions. If I have prepared well I generally don’t have a lot to worry about in terms of behavioral issues. By engaging the students with interesting tasks, maintaining the pace of the lesson, clearly communicating instructions and expectations, and mixing up activities, I rarely have any serious behavior issues to contend with.
Here is an example unit plan for my Year 10 Road Science unit. While I rarely plan the sequence and timing of teaching in great detail and prefer to let my plans evolve according to the individual group, this should not be seen as a weakness. Rather, the ability to be adaptable to cater to the changing needs of the class is more important than military precision.
"He followed the scope and sequence guidelines provided by mentor teachers and delivered the curriculum faithfully under time constraints...”
"Peter’s lessons have all been organised and varied in content and delivery. He has been able to effectively work within the syllabus of each subject area, and design courses to meet these objectives. His year 9 & 10 lessons have followed a logical sequence and have included appropriate assessment materials, both summative and formative in nature.”