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Home > Reflective Teaching in Further, Adult and Vocational Education, 5th Ed > 3. Teaching for learning > 10. Planning


  1. 1. Becoming a reflective professional
  2.    1. Identity
  3.    2. Learning
  4.    3. Reflection
  5.    4. Principles
  6.    Enquiry [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Inclusion

  22. 5. Deepening understanding
  23.    16. Expertise
  24.    17. Professionalism

10. Planning

Jump to: Reflective Activities | Further Reading | Diagrams and figures

Reflective Activities

Long-term planning

Medium-term planning

Short-term planning

Evaluating curricular provision

Further Reading

Overview

Strong planning should always underline our educational practice. It is a means of organising our lessons in order to produce high standards of content, delivered in an engaging and informative manner . Planning is essential in order to produce a curriculum that is tight enough to satisfy a range of necessary learning outcomes, but loose enough to still allow imagination to inform the learning of our students. Chapter 10 discusses strategies on how to achieve this desirable balance.

An action research study where a team of mathematics instructors and an expert in curriculum development developed and implemented a differentiated instruction learning environment:

Konstantinou-Katzi. P, Tsolaki. E, Meletiou-Mavrotheris. M, & Koutselini. M (2013) 'Differentiation of teaching and learning mathematics: an action research study in tertiary education'. International Journal of Mathematical Education in Science & Technology, V. 44, I. 3, pp. 332-349. [Available from: http://ezproxy.sunderland.ac.uk:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=86277736&site=eds-live&scope=site]

For an analysis of effective modes of teaching and learning in postsecondary education:

Brownlee. J, Walker. S, Lennox. S, Exley. B, & Pearce. S (2009) 'The first year university experience: using personal epistemology to understand effective learning and teaching in higher education', Higher Education, V58,I5, pp. 599-618, Professional Development Collection, EBSCOhost 

Diagrams & Figures