As a preservice teacher, I am used to having to make lesson plans. But I make them not only because most of the time I need to as a grade, but for my own personal benefit as well. When I am teaching a lesson, I like having the plan close at hand so I know what exactly comes next and have a list of activities that I had time to pre-plan. The lesson plan also helps me anticipate any difficulties or alternative methods that I might need to use. I know very well that most of the time, the lesson will not go exactly to my plan. I like to think of my lesson plans as more of a guide, knowing that it is subject to change and that nothing is set in stone. This chapter does a good job at emphsizing that majority of the time, teachers will need to make adjustments midlesson to their plans. I know that while I am teaching, my plans lay in the hands of my students and that my actual teaching is based off their interests and needs.
When I start planning a lesson, I do all of Tyler's steps but not in that order. I usually start by thinking of activities that include my students' interests and how those activities will help them accomplish whatever they need to accomplish in that particular lesson. I do this first because it is so important in my personal pedagogy that my students are engaged in the lesson and that they are motivated. If I plan activities that revolve around them, it will be easier to teach them. Then after I have my activities, I go to the standards to see which ones will matched up. I then organize everything so that it goes in a smooth order with easy transitions, and the last thing I plan is how I will evaluate my students. This is all very personal to my own teaching styles and I know that there is no "right or wrong" way to right a lesson plan, as long as all the main parts are included.
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