Volume 9 Designing Units
& Courses
Jerry Pelletier. The first tip I would give any new teacher is that they must have good classroom management. Students must understand why they are in the class and what the teacher expects of them. When planning a lesson teachers must always keep in mind who their audience is. The lessons must be geared to the level and understanding of their students. They should never asume that students have mastered a skill. For example, if students will be measuring distances with rulers a teacher should never assume that the students fully understandhow a ruler should be used. These skills should always be integrated as part of the lesson. Reinforcement of key skills and concepts should always be made part of any lesson. It is also important to have closure in order to summarize the main ideas developed during the lesson.
John Ricciardi. Be able. Be directed. Be diverse. Be clear and be yourself! Be able...by allowing yourself ample time to prepare daily lessons. Choose the time of day or night when you are most alert and rested. For me, the most ideal prep period occurs between 3:30 and 5:30 in the morning. Be directed...by identifying and being aware of your daily goals and objectives. Know exactly what you want your students to learn...before you begin constructing a lesson. Be attuned to the science content material that is least likely and most likely to be remembered and understood. Be diverse...by providing choices. Incorporate a variety of instructional mediums and multi-sensory activities. Make your lessons inter-disciplinary by integrating art, drama, prose and poetry into your science. Be clear...and your students will understand you and know what you expect from them. Assignment responsibilities shoiuld be in writing and easily accessible. Be yourself...and more real to them by weaving your personality and character into your lessons. Present and instruct in ways that feel right...rather than in ways that you think are right.
Mary Wilde. Advice to beginning teachers or even experienced teachers is that good planning and preparation should be at the top of a teacher's priority list of duties. Good planning and preparation saves a teacher lots of time and creates an environment that you and your students can enjoy. Years of teaching have taught me that this planning time increases with experience, not decreases. It is very important to plan and prepare new activities and to introduce innovating ideas that the teacher excited in the classroom. If a teacher begins to loose that excitement and enthusiasm, one should look at the lesson plans. To keep lesson plans full of creative, innovative ideas, continuing education, formal or informal, is very important. The quickest way to loose that "spark" in the classroom is to repeat old lessons over and over, with little variation. I feel lack of preparation and planning, and lack of professional growth to help one become innovative in the classroom is the major contributing factro to "teacher burn-out."
Something that helps me with instructional planning is allowing myself some "brainstorming" time. My running time alone allows me to think of creative ideas that I can implement in the classroom. This can be a walk or a bicycle ride, but if time is designated to "brainstorming," one can be quite surprised with the results. It is important for me to be outside for this, for sitting at a desk does not seem to produce the same results. I do take advantage of whatever "alone" time I have. When I was returning from St.Louis after the National Science Teachers Association conference, I occupied the 12 hour drive by developing a unit centered around topographical maps, and planned how I could share this unit at the next NSTA conference. I jotted my ideas down a fast-food resturant napkin, and when I returned to Atlanta, I began working with those ideas. Lesson planning and creativity do not come to one without effort. If this is made a priority, all other teaching responsibilities will flow smoother.
Ginny Almeder. In terms of planning and preparation for lessons, I would suggest the following:
1. Be well informed about your subject. Read the text and relevant literature. Making reference to a recent magazine or newspaper article or television science program can make the material more relevant and directly involve students who may have been exposed to the same material.
2. Write out your objectives and cross-reference them to your activities. This will enhance the clarity of your lessons and facilitate learning.
3. Set up your labs ahead. Allow extra time to hunt for equipment or to make last minute modifications.
4. Have alternative plans in case your original one is not workable.
5. Plan to incorporate some "real-life" applications into your presentations. This will help students to appreciate the personal implications of science.