 |
| A sneak peek of the objectives for February 8th's workshop. |
Here is a confession from me: I am repeatedly skeptical of things and then, eventually, adopt them wholeheartedly. Here is a partial list:
- Asparagus
- Exercise
- Southwest Airlines
- Budgeting
- Casual gaming
- Savings accounts
- E-books
- Looking at the weather before you leave the house
- Bran
- Going for walks
- Rubrics (more on this another day)
So it should come as no surprise that I have come to appreciate the wonders of the lesson plan. Because there’s a variety of approaches to lesson planning, I had trouble figuring out what the point was in my early days of teaching, especially while TAing, in which many of the decisions about readings and course structure have already been made for you. So although I dabbled in the creation of lesson plans while I was a teaching assistant, they were generally brief lists of questions and activities scribbled on a piece of scrap paper on the way into my section. We read the reading; now let’s talk about it! Simple.
The year I taught two Reacting to the Past courses was similar in some ways— the structure of the games is either planned for you in the book or run by the students, so there are comparatively few days for which a lesson plan is useful. It wasn’t until my Fiction and the Historical Imagination course that I became infatuated with the lesson plan, and although I fell off the wagon a few times as the semester stretched on, I used a particular strategy to great effect.
Here’s an example of a week of lesson plans from the middle of this course:
Let's take a walk through their components.
Up top: the week and day, to stay on track. Then, the purpose: what is the goal of the day? I’ll admit to being less than enamored with too much agonizing over long lists of objectives, but I find it really useful to have a straightforward statement of what we should be aiming for by the end of the period.
Then, a time breakdown of each step, beginning always with five minutes at beginning and end for hellos, roll, housekeeping, etcetera. This is great for reminding you that in fact, a fifty minute class often ends up being much less because of the small tasks that have to be done before one can start the film, begin the quizzes, or instigate group discussion. Likewise, it encourages you to think about the real factors that may delay your plans. If you are going from a lecture to assigned groups, how long will it take the class to move from A to B? If you allow for that in your plan you’ll save yourself some grief.
As I lay out each segment of class, I like to include both the length of time allotted to each and the time of day it should be at the beginning and end of that segment. I don’t follow this exactly while in class, of course— there are a million reasons why you might choose to follow a rabbit trail of discussion or allow a bit of time to review a reading that will throw you off of this path. But including both allows you the flexibility to go off path and then to see exactly how far off you are and make quick decisions about how to handle it.
As I mentioned above, I always end with at least five minutes for reminders and other housekeeping. This is useful to both students and instructor because it allows for checking in about ongoing or upcoming assignments; it also encourages you to end class on time, which I consider a mark of respect and professionalism.
Perhaps the most important thing about the lesson plan is that I print the plans for the week — even if unfinished— at the beginning of the week and carry them around. Then as I am leading class, working on other things, or reviewing course readings, I can write in changes or additions to future days. I also sometimes annotate them while class is ongoing, noting how I diverged from the plan. I still have a stack of lesson plans from last semester; I plan at some point to update the files using my annotations to use again for future courses.
Do you lesson plan? What things do you include or leave out?
Related links:
Some other approaches to lesson planning at The Chronicle of Higher Education and Algonquin College.
If you're interested in learning outcomes and objectives, check out the National Institute for Learning Outcomes Assessment.
New addition: If you want to talk about lesson planning or anything else with other UIUC TAs and grad instructors, I also host an informal TA Talks Virtual Happy Hour for CITL the first Wednesday of every month. Shoot me a message for the registration link!
