Although my philosophy is fairly straightforward in terms of values, crossing the bridge from theory into practice is better expressed in lesson plans. Here I have posted several sample lesson plans illustrating the values that I have described on my philosophy page.
The following lesson plans were composed for and during my 10-week practicum at Gladstone Secondary, located in Vancouver, BC.
Efficiency: Accounting 11 – Elevator Pitches Activity
This lesson plan is designed for use at the beginning of a work period so that students are making excellent use of their time in class. I have found that designating an entire class for work often results in a lack of focus, especially if students are simply thrown a textbook at the beginning of the period and are expected to work the entire time without falter.
By beginning a class with a short activity that is still relevant to business education (although not designated in current PLOs anywhere), I believe that this lesson plan demonstrates a sense of efficiency as it focuses students on business in general and develops multiple skills in the same period.
Timeliness: English 8 – Similes and Metaphors
This lesson plan is the first of a poetry unit designed for English 8 students. The first lesson examines similes and metaphors, but the format is consistent with just about all my other lesson plans. My classes at Gladstone were typically 80 – 90 minutes long but I learned to plan with enough space so that classes that required more discussion would not be left behind by classes who progressed faster.
Flexibility was best managed during my poetry unit by the poetry writing time I allotted at the end of each class; this period of time could be slightly shortened or elongated depending on how lecture session went.
Student Responsibility: Marketing 11 – Approaches in Film Advertisements
This lesson plan demonstrates an approach I commonly use in teaching my senior students: that of self-teaching. I find this technique particularly useful for teaching lists of definitions because the process involves students doing their own work (supported by myself where necessary) and taking responsibility for learning by answering questions and teaching each other.
Students are told that they will be quizzed on the material, which often helps to provide some incentive for those who are initially reluctant to participate. By putting the lesson into their hands, however, I have found that students will rise to the occasion to lead each other in learning, and find the teacher’s belief in them refreshing and empowering.