Advice for novice facilitators (part 2)
Posted February 25, 2017on:
Yesterday I shared some advice on how novice facilitators might put more thought into cooperative group work.
Today I focus on how they might write better lesson plans.
Lesson planning is not a chore, it is a discipline. With practice, it becomes a habit that gets internalised.
Even faculty members in institutes of higher education (IHLs) need to lesson plan. Especially faculty members need to lesson plan because they might not have had teacher preparation.
Novice facilitators should not simply walk into tutorial rooms or laboratories and try to repeat what they experienced as undergraduates and graduate students. The didactic pedagogy they perpetuate is based on the transmission of information.
While information might be transferable, knowledge is not. Such meaning is negotiated cognitively and socially. Facilitating such negotiation first takes the knowledge and skills of writing learning outcomes, designing learner-centred activities, and providing feedback on performance. All these should be developed in a lesson plan.
Lesson planning is essentially a writing process. Like any writing process, there is drafting and revising. Novices should not expect to get a plan right on the first attempt. The process can be painful, but as the adage goes: No pain, no gain.
The programme I am involved in requires future faculty to write course descriptions, lesson plans, and personal teaching philosophies.
No matter the academic subject, there are disciplines to hone when writing. One is chunking thoughts in paragraphs. Each paragraph should contain one main idea. Ideally, one chunk should link to another in a logical series.
Another discipline of writing is not to write the way you speak. A conversation between two people can meander and even get lost. It is informal and interaction is immediate. Elements of a lesson plan need to be written clearly and concisely.
I find that it helps to imagine that you are planning a lesson just in case someone else needs to take over your class in your absence. You need to write simply and directly so that another facilitator might read your plan and lead the class almost like you would.
Do not be lazy
When writing, use the autocorrect tools in word processing programs. They help you avoid spelling and grammatical errors. However, they cannot correct lazy or ill-disciplined writing.
The screen capture above shows how I highlighted and corrected a lesson plan element. The lesson plan was about bits and bytes, hence the tongue-in-cheek comment about ones and zeroes.
My comment might come across as mean. It is not. Being a disciplined writer means not taking the reader for granted. What you say is not necessarily what someone else will hear. It is about taking another’s perspective.
Disciplined writing is also about caring for the small things that matter. If you cannot get these details right, how can you be trusted with the larger picture?
Autocorrect tools do not understand context or detect all errors. So another aspect of disciplined writing is proofreading. Such reading is not just for spotting and correcting spelling and grammatical errors, but also for addressing flaws in logic and bumps in flow.
I find that it helps to walk away from a piece of writing and return to it with a fresh perspective.
Practise and transfer
Like most skills that are developed over time, writing takes practice. Future faculty who wish to be good facilitators should invest time in writing good lesson plans because this is a skill that transfers. Disciplined writing can help with the composition of dissertations, grant proposals, conference submissions, research papers, etc.
But the most important purpose of disciplined writing by novice faculty is lesson planning. Such writing might seem burdensome initially, but when practiced iteratively and reflectively, it becomes a habit. This habit pays off when students benefit from learner-centred design that is held together by disciplined writing.