Lesson Planning with the Common Core

Estes, Linda A.; McDuffie, Amy Roth; Tate, Cathie

doi:10.5951/mathteacher.108.3.0206

Cited by 1 publication

(7 citation statements)

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“…Many authors (Estes et al 2014;Krulatz 2014) state that planning a lesson should start with the careful selection of lesson outcomes that are specific (Krulatz 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Next, a logical sequence of teaching activities is considered (Krulatz 2014) to ensure the progression of the topic development (Estes et al 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Teachers also need to consider learner-centred methods (Estes et al 2014;Krulatz 2014) in order to assure learner achievement (Estes et al 2014), and tailor their methods to the learners' abilities (Schraudner 2014). Further, assessment should be built in continuously throughout the lesson (Krulatz 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Typically, at this stage the teacher will teach the lesson, utilising clear instructions (Krulatz 2014) to encourage learner participation (Estes et al 2014;Krulatz 2014) and using techniques like scaffolding to support high level learning (Krulatz 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The last step is reflection, as an important part of a teacher's practice (Naresh 2013) and habits (Estes et al 2014). The reflection can focus on learners' work and progress (Krulatz 2014) and on the identification of improvements and adaptations of the lesson plan to optimise future teaching (Souza et al 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

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Lesson study in a blended approach to support isolated teachers in teaching with technology

Joubert

Callaghan

Engelbrecht

2020

ZDM Mathematics Education

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Lesson study (LS) is a form of professional development, with a strong foundation in mathematics education, based on teachers collaborating to design lessons. This collaboration, however, can be challenging for isolated teachers. In 2017, a course was presented at the university to train 52 teachers from all over South Africa as well as Botswana in the use of technology in teaching. These teachers represented all subject fields, including mathematics. The purpose of this course was to develop teachers' knowledge and skills in the use and integration of mobile technology in their teaching. The course was presented in a blended mode. Participants attended a 3-day face-to-face session, followed by 2-months online. The blended learning course had teachers working in subject specific groups in a LS format to plan, present and perfect lessons that can be taught using the technology available to them. In this study we investigate how LS can be adapted into a blended format to support isolated teachers who cannot meet face-to-face on a regular basis. We identified eleven aspects playing an important role in this process, namely technology; group; learning management system; online facilitation; technological pedagogical content knowledge (TPACK); (mobile) learning strategies; a lesson planning form; backward design; time; photos, videos and reports; and reflection questions. The eleven aspects that emerged, lead to the development of a framework consisting of three dimensions of LS namely Collaboration, Instructional Development and the Iterative Improvement Process, supported by the identified aspects.

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“…Many authors (Estes et al 2014;Krulatz 2014) state that planning a lesson should start with the careful selection of lesson outcomes that are specific (Krulatz 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Next, a logical sequence of teaching activities is considered (Krulatz 2014) to ensure the progression of the topic development (Estes et al 2014).…”

Section: Literature Reviewmentioning

confidence: 99%