Real Teachers Don't Plan that Way

Maroney, Sharon A.; Searcy, Sheri

doi:10.1207/s15327035ex0603_6

Cited by 5 publications

(1 citation statement)

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“…Based on our knowledge of the program, we decided to incorporate Lesson Study into our middle school teacher candidates' methods courses. Teacher candidates have trouble relating to the kinds of lesson plans that they are taught in their teacher education programs, because these types of lesson plans tend to be far removed from what actual teachers do in the classroom (Maroney, & Searcy, 1996). Teacher candidates are typically taught a linear, rational, ends-means sequence of lesson planning that begins with the objectives of the lesson (John, 2006).…”

Section: Mentoring Teacher Candidatesmentioning

confidence: 99%

Using the Lesson Study Approach to Plan for Student Learning

Lenski

Caskey

Anfara

2009

Middle School Journal

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The Lesson Study approach is a method of professional development that encourages teachers to reflect on their teaching practice through a cyclical process of collaborative lesson planning, lesson observation, and examination of student learning. This results-oriented professional development model is an ideal vehicle for improving instructional practice in middle schools. Characteristically, middle schools are (a) learning communities where teachers and students engage in active learning, (b) places with high expectations for every member of the community, and (c) organizational structures that support meaningful relationships (National Middle School Association, 2003). Middle school teachers have to know their students well-who they are and how they learn best-and use this information when planning instruction and assessing student performance (Jackson & Davis, 2000). Most teacher planning focuses primarily on teacher actions rather than on student results (Ornstein, 1997). The Lesson Study approach, however, can provide an opportunity for middle school teachers to work together to strengthen the link between instructional planning and student learning.

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Section: Mentoring Teacher Candidatesmentioning

confidence: 99%

Using the Lesson Study Approach to Plan for Student Learning

Lenski

Caskey

Anfara

2009

Middle School Journal

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Student Teachers’ Perceptions of Best Practice in Practicum with Learners Who Have High Support Needs

Stephenson¹,

Carter²

2005

Australas. j. spec. educ.

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Student teachers’ perceptions of possible best practices in the education of students with high support needs and their reports of level of implementation during field experience were investigated in this research. In addition, the student teachers’ suggestions for other indicators of best practice and their perceptions of barriers to best practice were examined. These data were also compared with that obtained in a previous study of teachers. Students reported high levels of agreement with best practice indicators, broadly consistent with the views of teachers. In contrast, students reported substantially lower levels of perceived implementation than teachers. Exploration of the reasons for these perceived differences is a priority for university educators involved in preparation of special education teachers. In addition, weight is added to the argument that evaluation of implementation of best practice should draw on a range of sources and that sole reliance on retrospective teacher self‐reports may be problematic.

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Student teachers' perceptions of best practice in practicum with learners who have high support needs

Stephenson

Carter

2005

RAJE

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Real Teachers Don't Plan that Way

Cited by 5 publications

References 0 publications

Using the Lesson Study Approach to Plan for Student Learning

Using the Lesson Study Approach to Plan for Student Learning

Student Teachers’ Perceptions of Best Practice in Practicum with Learners Who Have High Support Needs

Student teachers' perceptions of best practice in practicum with learners who have high support needs

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