Lesson Plans
Sometime this task is difficult as one class will understand the material and another class will need extra instruction to understand presented material. This sort of throws off the flow of instruction/labs/testing from one class to the next.
This is true but it is better to have a lesson plan (or a plan generally) than having no plan. Better to have to deviate from a known plan than to "wing it" with no plan.
Lesson plans do evolve from term to term or class to class, depending on the personality of the class. The idea of documenting the lesson plans and placing the notes in a folder is a very helpful hint. The upcoming term I will start implementing this concept.
Deborah,
I run into this exact situation nearly every single day. Lesson plans are a wonderful tool, but, as is the case with most tools, it is up to the instructor to use that tool efficiently & effectively to get the best results. A set syllabus and expectation from a centralized source are great, but I have found that each set of students in a particular lab/lecture, will ALWAYS struggle with certain portions of the materials. Adapting the tools and personal delivery of them will engage the students at a level where there is a more comfortable pace. If needed, I try to visit a competency again in a lab situation whenever possible, or at least emphasize the relation to a new technique or competency that has been covered with ones that are being delivered for the first time.
At our school our lesson plans for the entire course are laid out in a binder. In said binder each days lesson plan is written with specific learning objectives. This is a very valuable tool because it does aid in keeping instructors on track with course work, objectives and course rationale. Additionally it is a great tool because any substitute teacher/instructor can pick up the lesson plan and continue the course where the previous instructor left off.
