Lesson Planning: Process over Product

As a first grade team sat before the district's AP PLC, the team lead, in a matter-of-fact demeanor shared, "We thought we were rocking the planning. We were checking off boxes, getting our learning targets written, addressing the standard, handing out planned activities and sharing what would be the student products. Then we met with our ICLE coach and everything changed." 

The team lead then shared that the team realized they were simply sharing a guide, not going beyond the scope/curriculum to deeply understand the why of the instruction. As a team they were not utilizing the power of collaboration to strengthen their questioning, nor were they utilizing their CIR Rigor and Relevance rubrics to empower the planning to bump up their daily lessons.

This strategic shift in mindset has enhanced and enriched an already efficient, high-performing team. As a dynamic, growth focused team they were able to strategically move from the idea of a product approach for lesson planning to focusing on the process. 

In addition to this shift, the team also shared that in order for this mind shift to successfully occur they worked from a closely adhered to set of norms. These norms included:

• Come Prepared- each team member looks at the scope for all content teaching to familiarize and anticipate what is being planned; each team member has content responsible for planning ready with skeleton plan that anticipates where the rigor and relevance of the lesson falls as well as ideas for student product, but not finalized and ready for input: questions, learning target, opening, work period, closing and student product
• Stay Focused- silence digital tools not pertaining to planning/stay off cell phones; limit side conversations and personal conversations not pertaining to planning
• Keep Each Other Accountable- team members ok with ideas not being utilized; listen to others; have plans ready by Wednesday and be ready/open to modify lessons as needed up until instruction is delivered
• Stay Professional- keep focus on why we do what we do; keep it about the kids... kids come first; resolve problems within the team and keep the concerns/differences between the team with intent to resolve

With these norms in place and coming with the expectation of focusing on the process, they were able to bring in the CIR Rigor and Relevance rubrics with ease finding opportunities within each lesson and each content area to bump up instruction and student learning.

It can be overwhelming when a mind shift occurs with lesson planning. This is an area that reflects the most personal part of a teacher's craft. However, taking steps to challenge oneself and one's team can bring about the most rewarding results. In addition to being privy to an amazing conversation with a first grade team as they went through this mind shift, a recent article titled "Start With Higher Order Thinking" in the October 2016 Educational Leadership, provides an excellent model on how to utilize three strategies to incorporate into lessons to encourage students to think deeply. This article is an excellent read either for individual professional development or as your team expands their understanding of lesson planning. Article: https://drive.google.com/a/nisdtx.org/file/d/0B719zui4hJZHMHJRR1ZONFpIRWs/view?usp=sharing

As we move forward here is the Lesson Planning Look For/Template we, as a campus have collaborated together on and created:

https://docs.google.com/document/d/1-83qjtHzpOOtRy9PT-EZf26ebCSTAsuOVzXhhxc1B5M/copy 

You do not have to use as a template for planning. However, this is intended, as designed by our campus, to be used as a guide as you and your team plan, along with the CIR Rigor and Relevance Rubrics. (Remember this is a living document and can change as we grow and determine need.)

The challenge? It will take time... at first it will more than likely take more time than what you presently use to plan. Our highly efficient first grade team even said it took a bit of time to change from a product approach to a process approach. However, now the team is finishing planning within approximately the same time frame as they did before they implemented these purposeful, strategic and transformative changes to their planning. Do they follow their norms with fidelity? "We cannot afford not to, we have kids we can't let down," responded the first grade team lead with conviction.

What are your next steps in moving from product to process in your planning?

Does your team rotate who plans what content throughout the year to ensure depth of understanding regarding the district resources and processes in place to ensure successful lesson planning?

How can this article move your team forward in this shift?

How will your team utilize the Lesson Planning Look For/Template and CIR Rigor/Relevance Rubrics as you plan together?

Please share your thoughts in the comments below. Let's begin a conversation together that brings greater depth to our planning.

Resource: Brookhart, Susan M. "Start with Higher-Order Thinking." Educational Leadership:Powerful Lesson Planning:. ASCD, Oct. 2016. Web. 14 Oct. 2016.

Thank you for reading this week's SRE Longhorn Learning Post.

John and Kirsten