Search results for: Lesson plans
Page 3/3 28 items
Teachers’ learning goals and their knowledge of students play important roles in influencing exactly how a teacher adapts curriculum materials. The authors asked two elementary teachers to write narratives about their use of and changes to particular reform-oriented science lesson plans. The authors conclude that teachers need support in considering and making productive changes to curriculum materials. This may be particularly true for elementary teachers of science.
Updated: Mar. 01, 2012
The purpose of this research was to explore attitudes about and practices of preservice special and social studies education teachers toward coteaching. Two findings emerged in this study. First, the students were open minded about coteaching but had concerns about the process. Second, the students conceptualized their fields as separate spheres of knowledge and practice, quite isolated from each other, and they perceived their roles as coteachers as different as well.
Updated: Jun. 13, 2011
The purpose of this paper is to report on some of the changes that have taken place in the working conditions of English primary school teachers following a national agreement governing the working conditions of teachers. The article is based on two sets of teacher interviews: the first set having been conducted in 2002 before the national agreement came into operation; and the second set taking place 4 years after its implementation in the same schools. The most significant change since the first survey has been the increase in the use of teaching assistants to undertake various duties. However, despite the reform, the time given to parents and dealing with pupils' problems as well as the teachers' workloads have increased.
Updated: Mar. 24, 2011
Many English Language Teacher trainees find it difficult to develop a lesson holistically and to maintain alignment across aims, procedural steps, and evaluation when planning and implementing a lesson. The authors attempted to address this problem by establishing a model of trainees’ action that included their deliberate metacognitive structuring of a lesson both in planning and review phases.
Updated: Mar. 24, 2011
Using Educative Curriculum Materials to Support Preservice Elementary Teachers' Curricular Planning: A Comparison Between Two Different Forms of Support
Educative curriculum materials are materials designed to promote both teacher and student learning. These materials may help novice teachers learn how to engage in productive curricular planning. This quasi-experimental study examines the affordances and constraints of two different forms of educative support, general supports and lesson-specific supports, in helping preservice elementary teachers critique and adapt science curriculum materials. Implications for teacher education and curriculum materials design are discussed.
Updated: Jan. 31, 2010
'Lesson study' is a professional learning approach in which teachers work together to: formulate goals for student learning and long-term development; collaboratively plan a 'research lesson' designed to bring to life these goals; conduct the lesson in a classroom, with one team member teaching and others gathering evidence on student learning and development. They then discuss the evidence gathered during the lesson, using it to improve the lesson, the unit, and instruction more generally. In this article, a lesson study case from a Japanese elementary school is presented.
Updated: May. 18, 2009
Developing Biology Lessons Aimed at Teaching for Understanding: A Domain-specific Heuristic for Student Teachers
Teaching for understanding requires teachers to organize thought-demanding activities which continually challenge students to apply and extend their prior knowledge. Research shows that student teachers often are unable to develop lessons in teaching for understanding. The authors explored how a domain-specific heuristic can assist student biology teachers in developing problem-posing lessons according to teaching for understanding. In general, the heuristic appeared helpful to most student teachers for designing problem-posing lessons satisfactory according to the criteria.
Updated: Apr. 06, 2009
In this paper, some of the ways in which thinking about chaos theory can help teachers and student-teachers to accept uncertainty and randomness as natural conditions in the classroom are considered. The author suggests that teacher educators should help students to accept the complexity and unpredictability of teaching as natural conditions and become 'agents of chaos' in the classroom.
Updated: Feb. 02, 2009