Adapting Lesson Plans for the Mainstreamed Student

The purpose of this collective case study was to understand the nature of planning and the influences on planning among intern and novice teachers in Illinois. Sixteen intern teachers and 15 novice teachers participated in reflections, focus group interviews, and individual interviews. In regard to the nature of planning, both intern and novice teachers planned as a mental process, conceptualized and prioritized content, and utilized a daily or hourly planning approach. Interns differed from novices in the use of adaptation of lesson planning approaches. In regard to influences on planning, both interns and novices noted knowledge and experience, schedules, school administrators, facilities, technology, and resources, students, personality, and impracticality of planning methods. Further, intern teachers and novice teachers had unique influences on planning based upon their differing contexts, expectations, and teaching experiences.

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Filling the Third Circle with Interdisciplinary Lesson Planning: A Case Study of Pre-Service Teachers

Steede¹,

Swenson²,

McKay³

2022

JJSE

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The three-circle model of agricultural education focuses on the importance of in-class instruction, supervised agricultural experiences, and FFA involvement. The agricultural communications career pathway is available to students through agricultural communications supervised agricultural experiences (SAE) programs and career development events within FFA. However, specific curriculum that teaches agricultural communications in the classroom is not readily available. The purpose of this qualitative case study was to examine the interdisciplinary lesson planning and integration process of pre-service teachers with focus on opportunities and limitations to teaching communication in the agriculture, food, and natural resources (AFNR) curriculum. In this case study, four pre-service teachers worked with agricultural communications faculty to develop communication curricula and lesson plans to be incorporated into high school AFNR classrooms. These pre-service teachers developed interdisciplinary lessons prior to student teaching and, when appropriate, used these lessons in their classrooms. While current research regarding teaching science in the AFNR curriculum is ongoing, the literature is silent regarding teaching social sciences such as communication in the AFNR curriculum. These pre-service teachers want more opportunities to develop interdisciplinary lessons. They believe teaching communication skills while tying them to the content area can improve student knowledge, retention, and engagement in the learning process while exposing them to the agricultural communications career pathway.

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Adapting Lesson Plans for the Mainstreamed Student

Cited by 3 publications

References 2 publications

LessonPlanner: Assisting Novice Teachers to Prepare Pedagogy-Driven Lesson Plans with Large Language Models

LessonPlanner: Assisting Novice Teachers to Prepare Pedagogy-Driven Lesson Plans with Large Language Models

The Instructional Planning Experiences Of Beginning Teachers

Filling the Third Circle with Interdisciplinary Lesson Planning: A Case Study of Pre-Service Teachers

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