I do not ascribe to the philosophy that I am teaching only when I am talking.
It is not my intention to present questions to problems I already have the answers to.
In my experience, too often the kids who do well in school are the ones who learn to "read" what their teacher wants them to say, how she wants them to say it, and when she wants them to say it. In my opinion, that parroting is not a show of deep conceptual understanding.
I want my lessons to give my students the message that they are capable. I want them to move from being passive recipients to committed and engaged participants.
I want my lessons to invite deeper thinking, and deeper engagement. Engagement creates buy-in from kids. Buy-in creates transformation.
My lessons invite risk-taking. My lessons celebrate mistakes because that tells me I am pushing my students beyond their current undertanding.
When I create my lessons I look across the full Program of Studies for the grade I am teaching and the grade below and above. I introduce the current grade expectations, with a nod back to the grade below, as a refresher for those who may have forgotten a concept. When I teach I invite the kids to imagine how the content has purpose in the real world, so they see its value.
In my preparation, I familiarize myself with the specific outcomes for each subject, across the grade, so that I can build in cross-curriculum experiences, and recognize when they present themselves. I want to seize opportunities to reinforce other areas of the grade curriculum every chance I can.
I know that kids learn when they feel engaged and capable, so I consider each student's learning style and areas they may need support, then I create multiple approaches to explore the material. Some of the lessons will be whole group, some will involve collaborative peer exploration, which provides opportunities for kids to discuss and to find meaning. This allows me time to work one on one with children who need a deeper level of support. Some parts of the lesson provides time for individual immersion. For example, to teach conventions for writing we talk as a group, then we explore how professional authors use conventions, and then I invite kids to write and then share their writing with a partner to receive feedback.
My lessons are modifiable for kids who are working ahead, as well as those who would like a little more time on the concept.
My lessons build in components that check for comprehension, and student reflection. For example, in math we play games in pairs. If a student does not understand the concept they are more inclined to want to understand how the concept works, so that they can continue playing with their friend. When there is confusion, the partners can talk through confusion.
My lessons invite kids to teach each other as a group. For example, when I am mingling around the room, seeing what is happening, when I see or observe a student exploring or engaging with a new approach or way of thinking, I invite the person to share with the class.