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Planning to pedagogy: a tool kit for the beginning teacher

Chapter


Abstract


  • The intention of this chapter is to align the perspectives of planning and assessment.

    It draws on the current debate about what drives planning and whether

    assessment informs, or is the endpoint, of planning. The chapter acknowledges

    that planning and assessment occur together and require concurrent attention

    and consideration. Learning how to plan has long been recognised as a foundation

    skill in teaching. Recent research indicates that teachers learn about teaching

    through planning, and in tum learn about planning through their teaching

    (Mutton et al., 2011). For you, as a pre-service teacher, lesson planning will involve

    making decisions about strategies for teaching and learning, questioning and assessment of, as, and for, learning.

    While much has been written about different approaches

    to teaching, practitioners in the classroom have some common

    intentions. The first is an acknowledged focus on learningwhere

    students are active participants in the learning journey.

    The second is the need to encourage students to think- learning

    is not meant to occur within a two-dimensional 'serve it on

    a platter' mode, but requires active cognitive involvement or engagement. The third intention is to engage students in activities.

    The underpinning of action and a focus on doing can be

    aligned with experiential learning- it is where students are encouraged to link their

    learning; to give it meaning and relevance. Context is also important, and creating

    a positive learning environment is not only conducive to effective learning, but also

    vital in developing self-efficacy and self-esteem. Ultimately, teachers want to help

    their students learn how to learn. This is integral to their role, as is their function as facilitator of learning.

Publication Date


  • 2015

Citation


  • Weatherby-Fell, N. L. (2015). Planning to pedagogy: a tool kit for the beginning teacher. In N. L. Weatherby-Fell (Eds.), Learning to Teach in the Secondary School (pp. 105-131). Port Melbourne, Australia: Cambridge University Press.

International Standard Book Number (isbn) 13


  • 9781107461802

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1981

Book Title


  • Learning to Teach in the Secondary School

Start Page


  • 105

End Page


  • 131

Place Of Publication


  • Port Melbourne, Australia

Abstract


  • The intention of this chapter is to align the perspectives of planning and assessment.

    It draws on the current debate about what drives planning and whether

    assessment informs, or is the endpoint, of planning. The chapter acknowledges

    that planning and assessment occur together and require concurrent attention

    and consideration. Learning how to plan has long been recognised as a foundation

    skill in teaching. Recent research indicates that teachers learn about teaching

    through planning, and in tum learn about planning through their teaching

    (Mutton et al., 2011). For you, as a pre-service teacher, lesson planning will involve

    making decisions about strategies for teaching and learning, questioning and assessment of, as, and for, learning.

    While much has been written about different approaches

    to teaching, practitioners in the classroom have some common

    intentions. The first is an acknowledged focus on learningwhere

    students are active participants in the learning journey.

    The second is the need to encourage students to think- learning

    is not meant to occur within a two-dimensional 'serve it on

    a platter' mode, but requires active cognitive involvement or engagement. The third intention is to engage students in activities.

    The underpinning of action and a focus on doing can be

    aligned with experiential learning- it is where students are encouraged to link their

    learning; to give it meaning and relevance. Context is also important, and creating

    a positive learning environment is not only conducive to effective learning, but also

    vital in developing self-efficacy and self-esteem. Ultimately, teachers want to help

    their students learn how to learn. This is integral to their role, as is their function as facilitator of learning.

Publication Date


  • 2015

Citation


  • Weatherby-Fell, N. L. (2015). Planning to pedagogy: a tool kit for the beginning teacher. In N. L. Weatherby-Fell (Eds.), Learning to Teach in the Secondary School (pp. 105-131). Port Melbourne, Australia: Cambridge University Press.

International Standard Book Number (isbn) 13


  • 9781107461802

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1981

Book Title


  • Learning to Teach in the Secondary School

Start Page


  • 105

End Page


  • 131

Place Of Publication


  • Port Melbourne, Australia