In all of my academic reading, I always read the first and last paragraphs before trying to understand the heart of the chapter. In subjects that I find difficult I read the first paragraph, the first line of each of the following paragraphs, and the final paragraph. Then, I go back and read the chapter from start to finish. This text was no exception. I read the first paragraph, thinking it would be *just* another mundane text of what I was supposed to be doing, and then I read the last paragraph, and my focused changed. The final paragraphs spoke to each profession about their use for this text. I skipped the last paragraph and went to the teacher paragraph. Finally, a text that flat out says - YOU CAN NOT DO ALL OF THIS FOR ALL OF YOUR LESSONS. Well, now I'm hooked. Of course, I can't. However, I can implement several of the ideas in this book and apply them to some lessons, in the future, modifications will be easier and the focus can be on understanding my students.
I appreciated how the chapter outlined the System of Instructional Design. As a math teacher, I like an orderly, step-by-step, easy to follow process. This model, or system. of creating and conducting a lesson intrigued me. My "clientele" is specific, but the approach to my design, and the design of any other lesson, rests with the same primary components. Looking at lesson planning as a process, specifically outlined, is intriguing. Looking at this system, I find that in my own planning, I am forgetting a key step in the system - learner analysis. The entry level skills that my learners have is fundamental to my instruction, but often my only analysis is a warm-up to see what they can or cannot answer in regards to my current unit. My pre-assessment should not only include the skills I am getting ready to teach, but all the skills I know are necessary for them to be successful. I can see how attention to this detail could greatly impact the success my students (and I) feel in the classroom.
I appreciated how the chapter outlined the System of Instructional Design. As a math teacher, I like an orderly, step-by-step, easy to follow process. This model, or system. of creating and conducting a lesson intrigued me. My "clientele" is specific, but the approach to my design, and the design of any other lesson, rests with the same primary components. Looking at lesson planning as a process, specifically outlined, is intriguing. Looking at this system, I find that in my own planning, I am forgetting a key step in the system - learner analysis. The entry level skills that my learners have is fundamental to my instruction, but often my only analysis is a warm-up to see what they can or cannot answer in regards to my current unit. My pre-assessment should not only include the skills I am getting ready to teach, but all the skills I know are necessary for them to be successful. I can see how attention to this detail could greatly impact the success my students (and I) feel in the classroom.