This is the first in a series of posts, transforming traditional lessons to engaging experiences for students, which exemplify the premises of the Visioning Document.
Within Article V: Organizational Transformation, we recognize the roles of the teacher and student must change so that teachers become designers and facilitators and students are creators, presenters, and facilitators of their own learning. With this new role comes the necessity to design learning experiences that include voice and choice, consider learner strengths and needs, provide opportunities to access the world beyond the classroom, support all learners to experience profound learning, and more!
V.b The teacher’s most important role is to be a designer of engaging experiences for students, supporting students in their work by incorporating more traditional roles as planner, presenter, instructor, and performer.
In the coming weeks, watch for this image, designating a lesson transformation post:
The butterfly image has been intentionally included in the design of the logo. The butterfly signifies a transformation that will not return to its previous state. In lesson transformation, we strive for intentional and continual improvement.
Warning: There will not be a step-by-step Do This Not That sort of guide provided. Lesson transformation is complex and takes into account a multitude of self-reflective considerations. These decisions will be modeled and the outcome (the design of a transformed lesson) will be provided, with explanations behind the decisions made. It is the goal of this blog series to equip teachers with skills to transfer understanding and transform their own lesson design.
The self-assessment below will used as a guide in the lesson transformation process.
Click here to access a downloadable copy of this self-assessment.