Module 8: Modeling Best Practices in Instruction
Clarity of Learning (Planning)
Essential Question
How can a mentor cooperating teacher (MCT) model effective planning and clarity in their instruction for the pre-service teacher (PST?)
A critical component of modeling best practice for PSTs includes an emphasis on effective planning and communicating clear learning goals. Just as an identified destination and clear directions are important when taking a road trip, it is imperative that teachers provide students with a specific learning goal when planning each lesson, and then plan appropriate learning activities to help students reach the intended outcomes. Without a clear plan, who knows where the students will end up!
Although the format or template may vary, key components should be included in each lesson plan. Practicum students should be able to observe these skills being modeled in the classroom, and then apply them to their own lessons if/when given the opportunity. Best practices in instruction begin with a clear learning goal, sometimes referred to as an objective, outcome, or learning intention – that is, what students should know and/or be able to do by the conclusion of the lesson. This can be written or projected in the front of the room, or stated by the teacher and possibly repeated by the students for clarity. At the elementary level, some teachers prefer to frame these objectives as “I can . . .” statements. These objectives should also be grounded in the general curriculum specific to the content (i.e. SOLs). Although the exact components and order of the lesson plan may vary, other key aspects of effective planning include:
- Accessing prior knowledge
- Teacher modeling
- Guided and/or independent practice
- Assessment (formative and/or summative; progress monitoring)
- Accommodations for special needs
A list of materials and resources is also helpful, along with attention to the pacing of the lesson.