Planning for instruction is a foundational element of good teaching. It makes learning purposeful and provides a framework from which goal development and the implementation and assessment of instruction can be cultivated and refined. Planning as a solitary activity remains the norm. Planning collaboratively, while not a new concept, remains elusive in large measure despite the knowledge that engaging in the planning process with others can powerfully influence teaching. The field of education supports a professional culture often characterized by individual planning, a poorly recorded instructional legacy, and inadequate scaffolding to support planning functions. These elements conspire to impede the practice of collaborative planning. Recognizing and understanding these barriers is an important first step toward eliminating or circumventing them. In working toward a more collaborative model of planning, this paper discusses the planning function, the necessity for instructional planning, the benefits of planning with others, and identifying obstacles which interfere with the collaborative process.
|Keywords:||Collaborative Planning, Planning for Instruction, Lesson Planning, Student Achievement|
Associate Professor, Department of Professional Studies in Education, Indiana University of Pennsylvanina, Indiana, Pennsylvania, USA
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