Teaching can never be replaced with robots as it is the integral knowledge and application of the above factors that lead to the craft<\/em> of teaching.<\/p>\n\n\n\n If you do not spend adequate time planning, the students learning will be lessened and you are likely to have more classroom management issues. Well planned lessons that actively engage the students will enhance their learning and keep them on task.<\/p>\n\n\n\n Planning is the first step in the teaching-learning cycle and begins with preparation. A thorough knowledge of the curriculum content is essential as these are the mandated outcomes\/objectives\/content descriptors you MUST teach and assess. Not only do you need to know the content for your year level (as a primary generalist teacher), but you also need to know the content the year preceding and following to allow for differentiation.<\/p>\n\n\n\n Due to an overcrowded curriculum, some teachers try to integrate the curriculum content through the use of big concepts, themes or integrated units of work. You do not have to reinvent the wheel as there are many great units of work available on the internet to be modified for your own class. In addition, teachers can program together with similar year level\/subject teachers or in teams.<\/p>\n\n\n\n The time spent in planning, especially in your first few years of teaching, will be rewarded. As a new teacher, run through each lesson for the next day in your head. Try to visualise how each part of the lesson will run. Have all the materials ready for the lesson and think about the movement of students issues to alleviate any possible disruptions.<\/p>\n\n\n\n Term and unit plans set the direction. The weekly plan is where the term actually happens. A simple rhythm keeps lesson and unit planning manageable, even in a busy term.<\/p>\n\n\n\n Thursday or Friday: sketch next week.<\/strong> Check where each subject sits in its unit. Note any whole-school events, then block out assessment tasks first. Everything else fits around them.<\/p>\n\n\n\n Each afternoon: finish tomorrow in detail.<\/strong> Gather your materials and adjust the plan from what you saw today. A quick look at your exit tickets tells you who needs another go before you move on. These formative assessment<\/a> checks are the bridge between today’s lesson and tomorrow’s plan.<\/p>\n\n\n\n Every fortnight: look up.<\/strong> Compare the unit plan with what you have actually taught. Trim what will not fit now, rather than rushing the last two weeks of term.<\/p>\n\n\n\n A lesson plan does not need to run for pages. In your first years, though, writing these parts down trains the habit:<\/p>\n\n\n\n Experienced teachers carry much of this in their heads. That only happens after years of writing it down first.<\/p>\n\n\n\n This post covers the everyday basics. For the bigger picture, start with planning backwards from the outcome you want<\/a>. From there, you can learn to plan for every learner with UDL<\/a> and spot the signs it is time to fade the scaffold<\/a>. Together they turn a good weekly plan into a well-designed unit.<\/p>\n","protected":false},"excerpt":{"rendered":" Lesson and unit planning for teachers is one of the most arduous tasks in the job \u2014 deciding what and how to teach on a term, month or weekly basis. It doesn’t just happen; it takes many hours of careful preparation to know: the diverse needs of your students curriculum content pedagogical approaches school-based curriculum … Continue reading “Planning”<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_uf_show_specific_survey":0,"_uf_disable_surveys":false,"footnotes":""},"categories":[6],"tags":[8,12,9,11],"class_list":["post-79","post","type-post","status-publish","format-standard","hentry","category-pedagogy","tag-lesson-plan","tag-new-teachers","tag-planning","tag-teaching-learning-cycle"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t![\"Lesson](\"https:\/\/teachertalk.site\/wp-content\/uploads\/2019\/04\/to-fail-to-plan.png\")
<\/figure>\n\n\n\nLesson and Unit Planning for Teachers: Where to Start<\/h3>\n\n\n\n\n\n
![\"The](\"https:\/\/teachertalk.site\/wp-content\/uploads\/2019\/04\/teaching-learning-cycle.png\")
<\/figure><\/div>\n\n\n\nA Weekly Planning Rhythm for Teachers<\/h3>\n\n\n\n
What Every Lesson Plan Needs<\/h3>\n\n\n\n
Going Deeper With Planning<\/h3>\n\n\n\n