3: Where to begin: Lesson Planning 101a

Where to Begin: Lesson Planning

This we believe (NMSA, 2010)

*Curriculum is challenging, exploratory, integrative, and relevant. Challenging Curriculum

This we believe (NMSA, 2010) provides sixteen characteristics of exemplary middle schools. This is the third characteristic under the topic: Curriculum, Instruction, and Assessment. This characteristic provides us with direction for planning rich, inclusive lessons.

When I was learning how to plan lessons, I was given a Madeline Hunter lesson plan format. Madeline Hunter was a twentieth-century educator who provided teachers with a format for leading a class in a format that is called direct instruction. Basically, her format includes: providing a purpose and objective, building background knowledge, giving information, modeling, having students practice information with, then without, assistance. Her lesson plan format is a teacher-centered design.

In today's classroom, there is a focus called student-led design. Rather than having the teacher direct every aspect of the classroom, from the front of the classroom, much of what a teacher plans happens prior to the class meeting. Students engage in their learning in multiple ways and are responsible for their own behaviors during class. Examples of a student-led classroom include: centers, technology, labs, independent work, group projects, group problem-solving, games, and exploration. Once students are given a task and know what is expected of them, the teacher monitors the classroom, helping students with their thinking, and facilitating learning, or is engaged in small group instruction. Initially, the role of the teacher is to set up the learning environment. Students learn what is expected of them, and practice the format. Once students learn the structures, the class works independently.

In the 1990s, Wiggins and McTigue (1998) provided educators with an iteration of Hunter's plan, and call it Understanding by Design. It consists of three components: standards, assessments, and instruction. This 'backward design' is simple and powerful. Teachers, to quote Steven Covey (1989), "Begin with the end in mind." (This is one of Covey's, Seven habits of highly effective people, an excellent read.) In today's classroom, it is recommended that part of the 'end in mind' includes using knowledge of your students' interests and needs, as well as State standards.

In today's classrooms, we must think about helping young adolescents grow academically, socially, and emotionally. We must think about how our content, whether it is math, or art, or music, or science, connects to each other. As a teacher, and as a team of teachers, we must think about college and career readiness, critical thinking, communication, and the integration of art and creativity, as part of 'the end in mind.'

The Association of Middle Level Education suggests four elements exemplary teachers consider when planning lessons. The first is making lessons challenging. Exemplary teachers challenge their students to think, to stretch their thinking, problem-solving, and analyzing their thoughts.they do this with the questions they pose. Questions are the key.

Exemplary teachers also consider the element of exploration. This is easy in the science class labs, and is a natural fit for middle school students. Exploration in the math class can include using calculators to experiment with various functions, manipulating measuring instruments and tools to explore relationships between the area of different polygons. Examining images or words in social studies and language classes, can be tools for exploration. Students can be given information, and in teams, consider what information exists, how terms can be grouped and connections among words, symbols, and images prior to learning specific content. Much of the purpose of exploration is to activate background knowledge.

A third element exemplary teachers use is integrative learning. All teachers can integrate literacy skills in the classroom. Language functions include: analyzing, synthesizing, creating... These are terms found in Benjamin Bloom's taxonomy of cognitive learning. In research connected with critical thinking, these terms are used to train individuals to think critically. Writing is a tool for reflection that must be implemented into lesson plans. One of the strongest tools for gaining knowledge is how students can communicate their knowledge.

Other considerations for integrative lessons include connecting subject areas. A middle school strategy is called interdisciplinary units. In this format, teachers work together to make connections for students by planning activities that allow students to experience how key ideas fit together. If you ever took American Literature and U.S History, and the teachers were talking about the same time period, one through the lens of literature, and one through historical facts, you may have noticed that you were able to make the connections. The connections are richer, more engaging, and provide more retention of information, whether we are children, or adults.

The fourth element exemplary teachers use in planning lessons is to make the content relevant. Middle school students are interested in their own lives. They want to know how your subject relates to them. One way teachers can connect their content to children's lives is to first know their students. Second, know what students want to do, and look for opportunities to encourage students to consider their dreams through content. When teachers focus on students' interests,  content provides them with a bigger picture of their own possibilities.

Creating lessons that are challenging, exploratory, integrative, and relevant can help young people think deeper and make more meaningful connections.

Advice:

Before you ever look at a standard, reflect on the students you are teaching, your standards and how you can engage your students in their learning.

1)    What are your students' interests? Use an interest inventory, surveys, and interviews to learn your students' interests and aspirations. Not all students know what they want to do; but some students have ideas. Ask them. Get to know them!

2)    Reflect on your students' academic successes related to your content. We have benchmark tests that give us insights. A pretest can provide insight into what students already know. Schools have Report Cards in our state. While these tools only touch the periphery of individual students, the knowledge can be used as a guide. (Note: Never use any one source of data as the only description of a student.)

3)    Talk to students, parents, and former teachers about each student's soft skills, and habits What are their study habits, their abilities to problem solve, their creative gifts, and strengths.how do they view their own growth mindset, their optimism, and empathy? (Characterlab.org is a great website to view soft skills that impact learning.)

4)    Once you have a profile of your students, consider the standards, the big ideas, and how your students are able to illustrate their knowledge. You may use tests, products, projects, papers, or interviews. Students may work alone, in groups, or as a whole class  event. Whatever students do, be sure there is a clear vision of how the product and process meet standards, clear expectations of student behavior, and clear guidelines for getting help.

5)    Next, use a brainstorming matrix to illustrate the following characteristics:

	Challenging	Exploratory	Integrative	Relevant
Objective 1 - content
Objective 2 - Processes
Objective 3 - Social

6. Finally, teachers must guide conversations with questions and reflection exercises. Questions should be running throughout the class. Teachers can use technology tools, station breaks, and Google tools to allow students to interact with one another and to dig deeper into content and monitor what students are learning.

I believe the classroom that runs best is one where students understand the structures, what is expected, and have the freedom and ability to direct their own learning.

Covey, S. (1989). The seven habits of highly effective people. New York: Free Press

J. McTigue & G. Wiggins(1998). Understanding by design. VA: ASCD