Planning Plus Protocol
Note to users: This protocol was originally designed to be used with pre-service teachers who are completing their field practicum (i.e. student teaching). However, the activities described here could easily be adapted for use with in-service teachers in professional learning communities. The term “TCs” is used repeatedly in these documents and refers to teacher candidates, or student teachers.
Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org
Planning Plus Protocol (Back to Table of Contents)
Coordination with Mentor Teacher Low Medium High
Time in ASU Classroom 45-90 minutes
Time in K-12 Classroom 45-60 minutes Lesson Outcomes
What type of thinking or reflection is this protocol designed to get teacher candidates to do?
The purpose of this protocol is to give Teacher Candidates and window into the planning process of an exemplary teacher, and then allow them to observe the lesson’s execution. Too often, preservice teachers are presented with exemplary lesson plans as static artifacts without having any insight into how the plan was created or why certain instructional choices were made. They have even fewer opportunities to examine a strong plan and then observe how real-life students respond to it. This protocol – which combines elements of lesson study and modeled teaching – aims to address that need. Instructor Preparation What up-front preparation will the instructor need to do to prepare for this protocol?
The instructor will need to identify a classroom teacher at the school site that is an exceptionally strong planner and executor. This should be a teacher who is reflective, and good at articulating the process and rationale behind instructional choices. Steps What is the procedure for completing this protocol?
1. Course instructor partners with a classroom teacher at the school site and arranges a day and time for the teacher to visit the ASU class. (The teacher could be a mentor or other classroom teacher at the school site.) This may necessitate coverage for his or her class, which would need to be arranged ahead of time. 2. The teacher visits the ASU class to discuss an upcoming lesson, and walk teacher candidates through the process of how he or she planned it. Specifically, the teacher should discuss how assessment data, knowledge of content, and knowledge of students informed planning decisions. The presenting teacher should also discuss how he or she thought through each component of the planning process (i.e. opening, instructional input, guided practice, and so on) 3. Teacher candidates are encouraged to ask clarifying and probing questions to better understand the teacher’s process. If the Teacher Candidates have been struggling with a specific aspect of planning (i.e. breaking down a standard), this may be a component that the instructor asks the teacher to explicitly explain. 4. Teacher candidates should be provided with a written copy of the plan. 5. The master teacher teaches the lesson to his/her class of students and arranges for it to be videotaped. 6. TCs have the opportunity to watch the executed lesson, pose questions, and discuss how various elements of the plan were enacted in the actual classroom. 7. TCs have the opportunity to synthesize key takeaways and lessons for their own planning. Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org
Variation: This protocol could also be implemented with an exemplary Teacher Candidate acting in the role of the mentor teacher. Reflection What will teacher candidates be prompted to think about upon the completion of the protocol? What questions will they consider?
1. How did (instructional decision) help to set students up for success? 2. Was there anythi