What is your Objective?: Preservice Teachers’ Views and Practice of Instructional Planning

Ko, Eun Kyung

doi:10.18848/1447-9494/cgp/v18i07/47677

Cited by 5 publications

(18 citation statements)

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“…The answer is complex and varies among educators (Ko, 2012). Estes, McDuffie, and Tate (2014) provided a lesson planning process with four phases: (a) goals aligned to assessments, standards, and necessary vocabulary; (b) topic progression including remediation and extension activities; (c) student perspectives including individual student needs; and (d) task selection including procedures, materials, and products.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The idea of backwards planning begins with objective development, or what the teacher expects the student to be able to do at the conclusion of the lesson (Varlas, 2015). Ko (2012) claimed that teacher educators almost exclusively teach objective-first planning methods to pre-service teachers. However, only 15% of the pre-service teachers in their study identify objectives as an element of lesson planning.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Dunn et al (2010) noted the limitations of a lesson plan because the plan itself cannot provide information about the level of student engagement, how many students reached the objective(s), and how effective the teaching strategies actually were. Ko (2012) claimed that education has entered an era of lesson planning where the formal lesson plan is more often used to inform administrators of a teacher's curriculum coverage rather than used as a teaching tool during class. Ko (2012) remarked that the majority of in-service teachers mentally plan their lessons or use the box-style of lesson planning.…”

Section: Introductionmentioning

confidence: 99%

“…Ko (2012) claimed that education has entered an era of lesson planning where the formal lesson plan is more often used to inform administrators of a teacher's curriculum coverage rather than used as a teaching tool during class. Ko (2012) remarked that the majority of in-service teachers mentally plan their lessons or use the box-style of lesson planning. Despite the strengths and weaknesses of lesson plans, two different studies have observed that the ultimate goal of a lesson plan is for the student to be able to work with the concept/material without the instructor present (DeFrece, 2010;Ko, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Ko (2012) remarked that the majority of in-service teachers mentally plan their lessons or use the box-style of lesson planning. Despite the strengths and weaknesses of lesson plans, two different studies have observed that the ultimate goal of a lesson plan is for the student to be able to work with the concept/material without the instructor present (DeFrece, 2010;Ko, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Lesson Plans: Format and Use During Classroom Instruction

Shimmel¹,

Columba²

2016

UCER-A

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The purpose of this study is to determine the lesson plan format, which the in-service teachers are using to develop their lesson plans, and how they are using their lesson plans during classroom instruction. The participants are in-service secondary teachers at a public high school in the Northeast United States. They represent a variety of subjects taught, years of experience, and education levels. The study includes three instruments for data collection: a nine-question survey, a four-question interview, and lesson plans from various teachers at the high school. These instruments were used to ascertain trends in the lesson planning process and format among the faculty at this high school. The data identify four elements of lesson plans that are crucial to a successful planning process: objectives, questions to ask students, materials, and an explanation of the warm-up activity. All of these elements share a common theme: practicality. When teachers include these things, they are the most useful during classroom instruction. This study acts as a springboard to further comparative studies, investigations of alternative methods of planning, and research into the impact of higher education on future teachers.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Lesson Plans: Format and Use During Classroom Instruction

Shimmel¹,

Columba²

2016

UCER-A

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Analysis of Mathematics Lesson Planning Framed by the Teachers’ Pedagogical Content Knowledge

Moh’d¹,

Uwamahoro²,

Orodho³

2022

EUROPEAN J ED RES

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<p style="text-align: justify;">Lesson planning is considered to be an important and efficient tool for effective teaching and learning process. Preparations of effective lesson plan requires teachers to be competent in the pedagogical content knowledge (PCK). This study investigated how the mathematics teachers’ PCK impact their competences on designing effective lesson plans. Twelve in-service mathematics teachers from public secondary schools in Unguja-Island (Zanzibar) of Tanzania were involved. The data were collected using the reviewing of the teachers’ mathematics lesson plan documents and teachers’ interview. The data were analyzed in both quantitative and qualitative mode based on the lesson plan framework guideline (LPFG) and the criteria for better planning of the sections jointly with PCK abilities indicators. The percentage average of occurrence of the sections in the teachers’ designed lesson plan (DLP) and the percentage of occurrence of different category within the sections of the DLP in relation to the criteria were determined. Also, the challenges faced by the teachers in their DLP were identified. The result of the analysis revealed that the PCK competences of mathematics teachers are not good enough to impact their DLP, as some of their designing lesson plan sections were occurred inconsistently. Also, the implementation of PCK competences for effective mathematics teaching found to be at developing stage, as some criteria related to it were not clearly observed in their DLP. The study recommends the demand of in-service training for mathematics teachers on the implementation of teachers’ competences particularly PCK in the lesson plan designing for effective classroom practices.</p>

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Hacia Una Caracterización De Los Estilos De Planeación Didáctica: Una Aproximación Cognitiva

Arsuaga¹,

Gual²

2020

Rev. Panamericana de Pedagogía

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Han pasado más de 70 años desde que Ralph Tyler desarrolló su teoría sobre la planeacióndidáctica. Desde entonces, son muchos los autores que han propuesto modelos prescriptivosque guíen la planeación de la enseñanza, reconociendo por qué la planeación didáctica estáen el centro de cualquier docente efectivo. El presente estudio tiene como objetivo caracterizarlos estilos de planeación didáctica de docentes de educación básica y media superior deuna red de colegios particulares. Así, desde una aproximación cognitiva a la estilística de laplaneación didáctica, que consiste en el estudio de la toma de decisiones realizadas por eldocente en torno a los elementos didácticos que constituyen un plan didáctico, se confirmala fuerte relevancia de la propuesta de Tyler, 70 años después de su publicación original. Seidentificó que el 60.62% de los docentes estudiados son altamente congruentes con dicharacionalidad, mientras que los resultados de los docentes restantes, varían su estilo deplaneación para alinearse a una planeación basada en estándares o en competencias. Asímismo, se encontró tras un análisis de componentes principales, una varianza explicadadel 74%. Esto brinda evidencias sobre la validez de la aproximación metodológica.

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What is your Objective?: Preservice Teachers’ Views and Practice of Instructional Planning

Cited by 5 publications

References 0 publications

Lesson Plans: Format and Use During Classroom Instruction

Lesson Plans: Format and Use During Classroom Instruction

Analysis of Mathematics Lesson Planning Framed by the Teachers’ Pedagogical Content Knowledge

Hacia Una Caracterización De Los Estilos De Planeación Didáctica: Una Aproximación Cognitiva

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