EDS 113 Assignment 1: Correcting lesson (and human) misalignments

Two thousand and twelve was the year I began making a living teaching teachers how to write lesson plans, objectives and assessment creation. I thought, it could not be that hard for people if you are someone with a bit of sense of pedagogical direction. In those few years of observation, I have seen how some new teachers struggle with determining objectives, while some breezed through making teacher- made assessments. But somehow after Module 2 and assignment 1, I have visibly seen how and where a lesson can fall apart.

Misalignments can occur at any point of the lesson, and it is not always easy to spot them (even experienced teachers falter in this area). Until your student comes admitting to you that he does not understand what to do with the activity.

Your student’s inability to proceed is a huge red flag for teachers and curriculum developers that an instructional misalignment may have occurred. If you teach typical classroom kids with a healthy sense of perception, a properly scaffolded instruction should yield overall comprehension (if the instruction is well rounded, considering Bloom’s taxonomy).

In this course task, our team has suffered through some misalignments in trying to come up with the final objectives, possibly due to some colleague–maybe– misalignment. Both the set of objectives and the set of assessment activities were edited back and forth, while some more were being debated over the fictitious students age group . In the end, some had to give way to the majority, and then some ideas were killed while some ideas prospered.

Here are some takeaways from the task:
1. Learning objectives is not an easy concept to some;
2. Rubrics- writing looked like a challenging task, especially if you do not have years of experience teaching. It requires serious student data;
3. Instructional misalignment can be avoided if you know three things by heart: your students, your content and your school;
4. It is important to know what you want out of any session from the get go and articulate that in the objective at once, as it is difficult to align then re-align assessment if you are being fickle about the former;
5. You cannot always win; it is important to understand where a colleague is coming from.

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