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Lesson
plans, guides and pedagogy ![]() Where a resource has been successful, perhaps illustrated by glowing references or positive feedback from other staff or students, it is inevitable that it will derive at least in part from ownership. The owner/creator has or had the ultimate insights into the design, purpose and delivery and is likely to have had considerable enthusiasm to ensure success. In order therefore to make good use of openly shared resources, the ownership issue has to be tackled. This requires planning, and rehearsal of the sort of thinking that went into the resource originally. The benefits of this stage are the opportunities to fine tune or indeed radically adapt the plan and any resources for your particular purposes and to produce a final “derivation” which you do “own”. Given this view, links which might reflect e.g. the U.S. or Australian curriculum and standards, and may not be precisely designed for your age range, are still included. It is felt that enough scope exists for tailoring the essence of the lesson/activity for it to remain worthwhile and more efficient than starting from nothing. The key aspect to preserve, or indeed to help make the choice in the first place is an empathy with the pedagogy. Thus if you are keen to try a Socratic questioning approach then that is more important than the topic or age range in an illustration, either of which can be adjusted for. ![]() Whilst aspects of pedagogy are clearly presented in the links as teacher support, they are, within the context of higher order thinking, and metacognition, equally valuable to students. Indeed, for a confident teacher, getting students to present a lesson, including the planning, determining of objectives, devising of activities and questions can be an excellent opportunity to assess their understanding, and develop their communication and other skills and can be linked to collaborative and cooperative learning. |
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