Bailey, R., 102 Bain, H. P., 22 Banks, J. A., 9, 10, 12, 18, 21 Barber, B. K., 12 Bartolomé, L., 11, 12, 22 Battistich, V., 12 Baxter, K., 55 Beaty-O’Ferrall, M. E., 15, 16, 17, 22, 23 Behavior in ABCD learning objectives, 29, 34 modeling, 28, 30–31, 34 Behaviorist approach, 3, 4, 26–36, 104–105 aims/objectives, 28, 29–32, 34, 36 assessment and evaluation, 22, 32, 36 classroom interactions/roles, 32, 36 critiques and considerations, 33, 36 practical applications, 27–29, 36 rationale, 26–27 theoretical background, 27, 36 to unit planning, 111 Ben, J., 92 Bennett, C., 14, 17, 18 Best practices. See Perceptive teachers/teaching Blumenfeld, P. C., 20 Bode, P., 10, 11 Boggess, L., 15, 16, 17, 20, 22 Bond, J. B., 27, 33 Bondy, E., 17, 18 Borden, R., 17 Boshkoff, R., 39 Bowes, L., 92 Brion-Meisels, G., 102 Brooks, J. G., 37 Brooks, M. G., 37 Brophy, J., 11, 22 Brown, M. R., 18, 21, 22 Bruner, J., 38 Brush, K., 102 Buckley, K., 99 Bunn, K., 51, 52 Calin, S., 89 Care, as ecomindedness theme, 66, 68 Caring about students, 12, 15, 17–18, 22 Caruso, D. R., 91 Castagno, A. E., 16, 17, 18, 20, 22 Celebrate, in EEL DR C model, 42, 44, 47 Center for Applied Special Technology, 39
Centers for Disease Control and Prevention, 88 Central Midwestern Regional Educational Laboratory (CEMREL), 54–55 Chan, E., 2 Change, students as social agents of, 24 Cherkasskiy, L., 91 Child & Adolescent Health Measurement Initiative, 88, 96 Childhood trauma, 88 Choice, in individualized student instruction, 21 Clandinin, D., 1 Classrooms, 9 interactions/roles within. See under specific approach Closure in behaviorist lesson plan, 28, 31, 35 optimistic, in ISEL approach, 93, 96–97, 101 Co-planning, 4 Cognitive development, 37–38 Cognitive intelligence, 90–91 Collaborative for Academic, Social, and Emotional Learning (CASEL), 89, 91, 93, 94, 96, 97 SEL assessment guide, 97 Collier, M. D., 17, 22 Combs, A. W., 18 Comer, J. P., 90 Competencies, social-emotional, 94–95, 98 Complementary curriculum, 19 Conditions, learning aim/objective and, 29, 34, 39 Connections in CRISPA model, 51–52, 54, 62 in ecological approach, 66, 68 Connelly, F. M., 1 Conrad, B., 11, 12, 16, 19, 22, 23, 24, 38, 50, 51, 55 Constructivist approach, 4, 37–48, 105 aims/objectives, 39–42, 48 assessment and evaluation, 42–44, 48 classroom interactions/roles, 44–45, 48 critiques and considerations, 45, 48 practical applications, 39, 48 rationale, 37 theoretical background, 37–38, 48 to unit planning, 111–112 Context, perceptive teaching and, 106 Cook-Harvey, C. M., 92 Craig, S. E., 88 Creation of self, 49 Creativity, types of, 52 CRISPA model, 49–50, 105 dimensions described, 51–54 teaching metaphor lesson plan, 55, 62–64 in unit planning, 112 ways to use, 55 Critical thinking, 23
Csikszentmihalyi, M., 51 Culturally responsive pedagogy (CRP), 9–12. See also Perceptive teachers/teaching Culturally responsive teachers, 9 Culture definitions, 9–10 general vs. individual, 13 in personalization of educational experience, 20 Curran, M., 18 Curricular perspective to lesson planning, 2–3, 8–9 teaching with intention and, 23 Curricularists, defined, 2 Curriculum/Curriculum design intentionality and, 23 place-based, 66 spiral (of Bruner), 38 teachers and, 1 Curtis, J., 98 Darling-Hammond, L., 92 Davis, H. A., 18, 21 de Bono. E., 50 De Ritter, M., 92 Deci, E. L., 21 Decisionmaking in lesson planning, 8–9 responsible, 95, 98 Degree, in ABCD learning objectives, 29, 34 Delpit, L., 11, 12, 18, 21 Demarest, A. B., 37, 67, 68, 69, 83 Demonstrate, in EEL DR C model, 41–44, 47 DePorter, B., 40 Describe It (lesson element), 73, 74 Devereux Student Strengths Assessment (DESSA), 97–98 Dewey, J., 51 Diekstra, R., 92 Direct instruction, 28, 30, 34 Direct Instruction System for Teaching Arithmetic and Reading (DISTAR), 28 Discipline-based perspective, in arts education, 50 Domitrovich, C. E., 88, 89 Duckworth, E., 39, 40 Duffy, G. G., 16, 17 Durlak, J. A., 88, 89, 90, 91 Dusenbury, L., 89 Dweck, C. S., 15 Ecological, defined, 66 Ecological approach, 4, 66–87, 105–106. See also Ecomindedness; Place-based curriculum design (PB) aims/objectives, 70–72, 87
assessment and evaluation, 80, 87 classroom interactions/roles, 83, 87 critiques and considerations, 86, 87 practical applications, 70, 87 rationale, 67 theoretical background, 67–68, 87 to unit planning, 112 Ecomindedness, xii lesson plans, 72–79, 148–155 place-based curriculum with, 69, 80, 82, 85 themes, 66–67, 68 Education art/arts in, 50, 55 ecological vs. environmental, 67–68 personalized experience, 15, 19–20 Educational psychology, 9 Edutopia.org, 110 EEL DR C model, 40–42 lesson plan template, 109 teaching metaphor lesson plan, 46–47 in unit planning, 112 Effective teaching. See Perceptive teachers/teaching Eisner, E. W., xv, 5, 37, 43, 49, 56 Elementary school lesson plan examples aesthetic approach, 133–136 behaviorist approach, 117–120 constructivist approach, 125–126 ecomindedness, 148–152 ISEL approach, 161–163 “Elements of Effective Instruction” method, 28 Elias, M. J., 91 Ellis, A. K., 27, 33 Emergent understandings, 39–42 Emery, C., 92 Emotional intelligence, 91 Empowerment of learners, 23–24 Engagement/Engaging practices. See Student engagement Enroll, in EEL DR C model, 40–41, 46 Erickson, F., 24 Evaluation. See Assessment and Evaluation Experience, in EEL DR C model, 41, 43, 46 Experience-based objectives (EBOS) in ecomindedness lesson, 70–72, 73, 74 in place-based lesson, 80, 81 teaching metaphor and, 84 Exploration, in place-based lesson, 80, 81 ecomindedness, 80, 82 inter-/multidisciplinary, 80, 82–83, 86 teaching metaphor and, 86 Expressive objectives/outcomes, 55–57
CRISPA model and, 57–59, 62 Fairbanks, C. M., 16, 17 Fanciful imagination, 53 Farrington, D. P., 92 Fisher, D., 28 Fisher, D. L., 12 Flinders, D. J., 2, 56 Fraser, B. J., 12 Fredrick, S., 92 Free-standing lessons, SEL and, 89 Freeman, T. M., 11 Freire, P., 8, 24 Frey, N., 28 Gabler, I. C., 37 Gallagher, G., 28 Galluzzo, G. R., 18 Gardner, H., 37, 40, 90 Garmon, M. A., 14, 15, 16, 17 Gay, G., 11, 12, 14, 15, 16, 17, 18, 20, 21, 22, 23, 71 General teaching practices, SEL and, 89 Germain, M. H., 16, 17, 20 Getty Foundation, 54–55 Gillette, M. D., 14, 15, 16, 17, 18, 22 Ginsberg, M. B., 21, 23, 24 Goleman, D., 91 Good, T., 22 Graff, N., 23 Gravesteijn, C., 92 Greene, M., 49 Greeno, J. G., 37 Grennon Brooks, J., 37 Gross, B., 90 Gross, R., 90 Group cultural factors, 9–10 Guided practice, 28, 31, 35 Gullotta, T. P., 88 Haberman, M., 14, 15, 16, 17, 18, 22 Habits of mind, 67, 68, 107 Hambacher, E., 17, 18 Hamilton, L. S., 99 Hancock, S., 18 He, M. F., 2 He, Y., 16, 17 Henriott, D., 17 Hernacki, M., 40
Hernandez Sheets, R., 18 High school lesson plan examples aesthetic approach, 136–138 behaviorist approach, 122–123 constructivist approach, 129–131 ecomindedness, 153–155 ISEL approach, 167–169 place-based, 156–158 Hill, D. A., 14, 15, 16, 17, 18, 22 Hill-Jackson, V., 18 Hirsch, E. D., 45 Hlebowitsh, P., 26, 28 hooks, b., 24 Howard, G., 10 Hunter, M., 26, 28 “I do-We do-You do” instructional strategy, 28, 34–35 Imagination in CRISPA model, 52–53, 54, 63 ecomindedness lesson and, 73 Inclusion activity, in ISEL approach, 93, 95–96 teaching metaphor, 100 Independent practice, 28, 31, 35 Individualization of student instruction, 20–21 Ingman, B. C., 67, 68, 69, 70, 71 Ingram, R., 15, 16, 17, 22, 23 Input/direct instruction, 28, 30, 34 Instruction behaviorist strategies, 28–29 individualized, 20–21 input/direct, 28, 30, 34 scaffolding and, 23 Instructional arc, 2–3 Integrated social–emotional learning (ISEL) approach, 4, 88–103, 105, 106 aims/objectives, 89, 93–97, 100, 103 assessment and evaluation, 97–99, 103 classroom interactions/roles, 99, 103 critiques and considerations, 102–103 practical applications, 92–93, 103 rationale, 90 theoretical background, 90–92, 103 to unit planning, 112–113 Integrity, 19 as ecomindedness theme, 66, 68 Intellectual connection, 52, 62 Intended curriculum, 2 Intention/Intentionality., 23 Interactive imagination, 53 Interconnectedness, 66, 68
Interdisciplinary explorations, 80, 82–83 teaching metaphor and, 86 Interdisciplinary perspective, in arts education, 50 Intuitive imagination, 53 Investigative questions in place-based lesson, 80, 81 teaching metaphor and, 84 Irvine, J. J., 15, 16, 17, 18, 20 ISEL. See Integrated social–emotional learning (ISEL) approach Jacobs, R., 22 James, M., 18 Jarvis, P., 12 Jenkins, L., 92 Jennings, P. A., 88 Johnston, P., 17 Jones, S., 102 Juvonen, J., 12, 22 Kahn, J., 102 Kaplan, A., 20 Kim, D., 12 Kindergarten, ecomindedness lesson plan example, 148–152 Kluckhohn, C. K. M., 10 Knitzer, J., 92 Knowledge, meaning and, 37 Label, in EEL DR C model, 41, 43, 46–47 Ladson-Billings, G., 9, 11, 12, 16, 17, 18, 20, 21, 24 Lane-Zucker, L., 66, 68 Learn It (lesson element), 73, 74, 76 Learning, 1, 8 creating rich spaces for, 9 empowerment in, 23–24 social–emotional. See Social–emotional learning (SEL) Learning aims/objectives in aesthetic approach, 55–59, 65 in behaviorist approach, 28, 29–32, 34, 36 in constructivist approach, 39–42, 48 in ecological approach, 70–72, 87 in ISEL approach, 89, 93–97, 100, 103 in SEL, 94–95, 100 Lendrum, A., 92 Lesson plan examples/models, xvi aesthetic approach, 62–64, 133–144 behaviorist approach, 27–29, 117–123 constructivist approach, 46–47, 125–131 CRISPA model, 62–64, 133–144
ecological approach, 72–80, 148–158 ecomindedness, 76–78, 148–155 EEL DR C model, 46–47, 125–131 ISEL approach, 100–101, 161–169 metaphor in. See Teaching metaphor, in lesson plan examples place-based, 76–78, 156–158 Lesson plan formats, 108 aesthetic approach, 54–55 behaviorist approach, 28, 30–32 constructivist approach, 39, 48, 108, 109 ecological approach, 70, 87 ISEL approach, 92–93, 103 Lesson plan templates aesthetic approach, 132–133 behaviorist approach, 115–116 constructivist approach, 108, 109, 124–125 ecological approach, 70, 74–75, 145–147 ISEL approach, 159–160 Lesson planning approaches to, 1, 3–4, 104–106. See also specific approaches blending of approaches, 107 examples/models. See Lesson plan examples/models formats. See Lesson plan formats perceptual, 51 with purpose, 6, 113 summarized/compared, 104–106 templates for. See Lesson plan templates tips for success in, 4–5 Lesson sequencing/stages characteristics and rituals for, 5 in CRISPA lesson plan, 63–64 curriculum decisions and, 8 elements in behaviorist approach, 28, 30–32, 34–35 Levin, B., 16, 17 Lewis, C. W., 18 Life skills/Life lessons, teaching, 22. See also Behaviorist approach Lipman, P., 12 Live It (lesson element), 73, 75 Locate It (lesson element), 73, 74 Lösel, F., 92 Lucas, T., 20, 24 Madeja, S. S., 54 Martusewicz, R., 67 Marzano, R. J., 37, 39 Mayer, J. D., 90, 91 McAllister, G., 15, 16, 17, 18, 20 McConnell Moroye, C., 2, 67, 68, 69, 70, 71 McIntyre, J., 102 McKinley, B., 16, 17, 18, 20, 22
McLeod, S. A., 38 McTighe, J., 23, 37 Meaning, knowledge and, 37 Metaphor. See Teaching metaphor Meyer, D. K., 11, 18 Michalec, P., 19 Middle School lesson plan examples aesthetic approach, 139–144 behaviorist approach, 120–122 constructivist approach, 127–128 ISEL approach, 164–166 Middleton, M. J., 18, 20 Midgley, C., 18, 20 Mimetic imagination, 53 Mindedness, ecological. See Ecomindedness Minnesota Department of Education, 99 Misco, T., 14, 15, 16, 17 Modeling behavior, 28, 30–31, 34 Moore, K. D., 39 Moos, B. S., 12 Moos, R. H., 12 Moroye, C. M., 19, 50, 51, 55, 67, 68, 69 Motivation research, 9, 12 overlap with CRP, 11–12 Multicultural education, 9, 11–13 goals of, 10 Multidisciplinary explorations, 80, 82–83 teaching metaphor and, 86 Multiple intelligences, 90–91 Murray, H. A., 10 National Child Traumatic Stress Network, 88 National Commission on Excellence in Education, 33 Nelson, B., 102 Nestor, K. R., 12, 21 Neutrality learning aims and, 70 teaching and, 8–9 Nickerson, A. B., 92 Nieto, S., 10, 11, 16, 17, 20, 24, 72 Noddings, N., 17, 60 Oberle, E., 91 Oldfield, J., 92 Olsen, J. A., 12 Onuska, S., 54 Open-mindedness, 14–16 Operational curriculum, 2 Optimistic closure, in ISEL approach, 93, 96–97
teaching metaphor and, 101 Osborne, A. B., 18 Oxford English Dictionary, 9, 51 Pacing, of lesson, 5 Pacis, D., 26, 32 Piaget, J., 37–38 Pajares, F., 21 Palmer, J., 67 Palmer, P., 19, 24 Paris, Django, 11 Park, D., 39 Patrick, H., 12, 18, 20 Pearson, P. D., 28 Pedagogical approaches in classroom interactions, 44–45 culturally responsive, 9–12. See also Perceptive teachers/teaching fostering SEL, 96 humanizing, 12, 22 Pelletier, L., 21 Perceptive teachers/teaching, xii, xv, 6, 8–24, 113 context and, 106 “What I do/Who I am” qualities, 14–24 Perceptivity, in CRISPA model, 53, 54, 63 Perceptual lesson planning, 51 Perry, N. E., 11 Personal connection, 52, 62 Personalized educational experience, 15, 19–20 Phillion, J., 2 Phillips, D. C., 45 Pickering, D. J., 37, 39 Place, developing sense of, 80, 81, 84, 106 Place-based curriculum design (PB), 66 ecomindedness with, 69, 80, 82, 85 lesson plans/templates, 79–83, 156–158 priorities in, 68 teaching metaphor and, 84–86 Pollock, J. E., 39 Positive action, 80, 82 teaching metaphor and, 85–86 Problem-solving, 23 Process, in unit planning, 110 Proximal development, zones of, 23 Purpose objective and, 28, 30, 34 planning with, 6, 113 teaching with intention and, 23 RAND Assessment Finder, 97
Ransdell, M., 17, 18, 22 Raver, C. C., 92 Read, H., 49 Read, L., 99 Reardon, M., 40 Received curriculum, 3 Reder, L. M., 37, 45 Reeve, J., 21 Relationship skills, 95, 98 Relevance, of curriculum, 9, 66, 67 Responsible decisionmaking, 95, 98 Review, in EEL DR C model, 42, 44, 47 Rhythm, of lesson, 5 Risk-taking, in CRISPA model, 52, 54, 63 Robinson, R. E., 51 Rohr, J., 16, 17 Rosenshine, B., 28 Ross, D., 17, 18 Rousseau, C., 17, 18, 22 Ryan, A. M., 12 Ryan, R. M., 21 Sachs, S. K., 14, 16, 17, 18, 20, 24 Sadker, D., 27 Salovey, P., 90, 91 Scaffolding, 6, 9, 23, 38, 40, 111 Schellinger, K. B., 89, 90, 91 Schemas, 38 School-wide initiatives, SEL and, 89 Schroeder, M., 37 Schunk, D. H., 21, 27 Schweig, J., 99 Scott, A., 92 SEL. See Social–emotional learning (SEL) Self-awareness, 19, 24, 94, 98 Self-management, 94, 98 Sense(s) of place, developing, 80, 81, 84, 106 role in aesthetic learning approach, 49 Sensorial connection, 52, 62 Sensory experience, in CRISPA model, 53, 54, 63 Sequence of events. See Lesson sequencing/stages “Seven-Step lesson” method, 28 Shalter-Bruening, P., 11, 12 Shapiro, M., 17 Shiveley, J., 14, 15, 16, 17 Shulman, L. S., 23 Simon, H. A., 37, 45 Singer-Nourie, S., 40
Skill development, 26–36 Skinner, B. F., 27 Sklad, M., 92 Sleeter, C., 18 Smith, G. A., 68 Sobel, D., 68 Social awareness, 94, 98 Social connection, 52, 62 Social–emotional competencies, 94–95, 98 student achievement and, 98–99 Social–emotional learning (SEL), 1, 88 aims/objectives, 94–95 assessment and evaluation, 97–98 definition of, 91 historical background, 90–91 impact of, studies on, 91–92 implementation methods, 89 integrating academic skills with, 89. See also Integrated social–emotional learning (ISEL) approach strategies fostering, 96 Social intelligence, 90–91 Sockett, H., 14, 16, 17 Solomon, D., 12 Spiral curriculum, 38 Srinivasan, M., 92, 94 Standardized assessment, 22 Stecher, B. M., 99 Stein, C., 16, 17 Sterling, S., 67 Stickle, L., 102 Storz, M. G., 12, 21 Stotko, E. M., 15, 16, 17, 22, 23 Student achievement, SEL competencies and, 98 Student engagement choice and, 21 in CRISPA model, 53, 54, 63 in ISEL approach, 93, 96, 100–101 Student inquiry, 37 Students autonomy/empowerment of, 23–24 caring about, 12, 15, 17–18, 22 engagement of. See Student engagement personalized experience/instruction for, 19–21 as social agents of change, 24 teaching as whole person, 22 Swartz, E., 14, 15, 16, 17, 18, 24 Talbert-Johnson, C., 17, 18, 20 Taliaferro Baszile, D., 70–71 Tate, K., 92
Taylor, J. J., 99 Taylor, R. D., 89, 90, 91 Taylor, R. L., 15, 17, 18 Teachers as artists, 5–6 culturally responsive, 9 curriculum and, 1 intentionality and, 23 perceptive. See Perceptive teachers/teaching personalized student experience/instruction and, 19–21 self-awareness in, 19, 24 verbal and nonverbal language of, 22 Teaching. See also Perceptive teachers/teaching caring about students and, 12, 15, 17–18, 22 different approaches compared, 12–13 general practices, for SEL, 89 instructional arc and, 3 integrity in, 19 nature of, 1, 8–9, 12–13 Teaching metaphor, in lesson plan examples, xv–xvi aesthetic approach, 55, 60–61, 62–64 behaviorist approach, 32–33, 34–35 constructivist approach, 45, 46–47 CRISPA model, 55, 62–64 ecological approach, 83–86 EEL DR C model, 45, 46–47 ISEL approach, 99–101 Templates. See Lesson plan examples/templates ten Bokkel, I., 92 Thinking critically, 23 Thompson, S., 17, 18, 22 Thorndike, E. L., 90–91 Thornton, S. J., 56 Tilbury, D., 67 Tomlinson, C. A., 20 Tomlinson-Clarke, S., 18 Transformational perspective, in arts education, 50, 51 Transparency, in teaching, 19 Trauma, in childhood, 88 Tricarico, K., 17 Ttofi, M. M., 92 Turner, J. C., 11, 18, 20 Tyler, R., 26 Uhrmacher, P. B., 2, 49, 50, 51, 52, 55 Understanding checking for, 28, 31, 35 emergent, 39–42 Unit planning, 108, 110–113
Universal Design for Learning (UDL), 39, 43 Urdan, T., 20 Utilitarian perspective, in arts education, 50 Vallerand, R. J., 21 VanAusdal, K., 96 Villegas, A. M., 20, 24 Vygotsky, L. S., 23, 38 Walker, J. M. T., 22 Ward-Roncalli, S., 92 Wasicsko, M. M., 15, 17, 18, 22 Watson, M., 12 Waxman, H., 37 We Are Teachers, 88 Weegar, M. A., 26, 32 Weiner, L., 18, 39 Weinstein, C., 18 Weissberg, R. P., 88, 89, 90, 91 “What I do/Who I Am” qualities, 14–24 Whole person, student as, 22 Wiggins, G., 23, 37 Wiglesworth, M., 92 Willis, A. I., 18 Wlodkowski, R. J., 21, 23, 24 Xu, S., 2 Yendol-Hoppey, D., 17 Zeichner, K., 16, 17, 18, 24 Zins, J. E., 91 Zittleman, K., 27 Zones of proximal development, 23
About the Authors Christy McConnell, PhD, taught high school English and was department coordinator in Colorado for 7 years. Her master’s work focused on teacher preparation and urban education, and her doctoral work explored the practices of ecologically minded teachers. Christy’s publications have largely explored aesthetic and ecological perspectives of teaching and learning (she formerly published under the name Moroye). She is now a professor of curriculum studies and educational foundations at the University of Northern Colorado and loves sharing these ideas with her undergraduate and graduate students. Christy spends time in the desert with her son and dogs and enjoys writing poetry, hiking, and running a small art business. Bradley Conrad, PhD, has been a substitute teacher, high school English teacher, department coordinator, instructional coach, and new teacher mentor during his career beginning in 2001. He earned his MA and PhD in curriculum and instruction from the University of Denver, focusing on culturally responsive teaching, teacher dispositions, and educational policy. He has published work in those areas and is currently the lead on the Tales from the Classroom Project, an undertaking designed to improve education by sharing the voices of those in our schools along with the best research in K–12 education. He is currently an associate professor of education at Capital University in Columbus, Ohio. Bradley is a lifelong Cleveland sports fan who enjoys attending games with his family. P. Bruce Uhrmacher, PhD, taught in three different alternative high school settings, being responsible not only for teaching social studies, in which he held a credential, but also for much of the extended curriculum including PE, interdisciplinary topics, and art. Currently, Bruce is a professor of research methods as well as curriculum and instruction at the Morgridge College of Education, University of Denver. His publications have focused largely on aesthetic teaching and learning, Waldorf schools, alternative types of schools and curriculum, and a research method called criticism and connoisseurship. Bruce loves music and started drumming when he turned 50.
SUPPLEMENTAL LESSON PLAN AUTHORS Courtney Berry has been a special education teacher, language arts teacher, instructional coach, administrator, and faculty member in the Denver metro area for students in grades K through 8. Her research interests include multiculturalism, alternative licensure teachers, and teacher preparation. Meagan Brown is the special education coordinator and a mathematics teacher for a private school in southern California. Her research interests include curriculum theory and practice, multimodality, aesthetic education, and placebased education. David San Juan is a National Board Certified Teacher with an MA in educational psychology. He has been an elementary school teacher and administrator for 20 years in both public and private schools in the United States and various overseas locations including Spain, India, Egypt, Gaza, and Thailand. David enjoys music, writing, and creating innovative teaching materials for students and teachers. He is currently pursuing his doctorate in educational studies at the University of Northern Colorado.
Table of Contents Cover Title Page Copyright Dedication Contents Foreword Preface Acknowledgments 1. Planning with Purpose Curriculum Lens Overview of the Five Approaches to Lesson Planning General Tips to Make Each Approach Successful Teachers as Artists What Does It Mean to Plan with Purpose? How to Use This Book 2. Perceptive Teaching: Who I Am and What I Do Teaching is Never a Neutral Act What is Culture? What is Multicultural Education? What is Culturally Responsive Pedagogy? Educational Psychologists’ Contributions to Multiculturalism Qualities of Perceptive Teaching Who I Am: Open-Minded, Aware, Caring, Authentic What I Do: Personalize the Experience, Teach the Whole Person, Teach with Intention, Develop Autonomy Discussion Discussion Questions 3. The Behaviorist Approach to Lesson Planning: Skill Development Rationale Theoretical Background Practical Application: Lesson Plan Formats Learning Aims: Behavioral Objectives with ABCD Format Assessment and Evaluation Classroom Interactions and Roles Lesson Plan Comparison: The Behaviorist Approach to Teaching Metaphor
Critiques and Considerations Discussion Questions 4. The Constructivist Approach to Lesson Planning: Individualized Meaning Making Rationale Theoretical Background Practical Application: Lesson Plan Formats Learning Aims: Emergent Understandings Assessment and Evaluation Classroom Interactions and Roles Lesson Plan Comparison: The Constructivist Approach to Teaching Metaphor Critiques and Considerations Discussion Questions 5. The Aesthetic Approach to Lesson Planning: Sensory-Rich, Memorable Experiences Rationale Theoretical Background Practical Application: Lesson Plan Formats Learning Aims: Expressive Objectives Assessment and Evaluation (Critique): Evaluate, Assess, Reflect Classroom Interactions and Roles Lesson Plan Comparison: The Aesthetic Approach to Teaching Metaphor Critiques and Considerations Discussion Questions 6. The Ecological Approach to Lesson Planning: Real-World Relevance and Connections Rationale Theoretical Background Ecomindedness and Place-Based Curriculum Together Practical Application: Lesson Plan Formats Learning Aims: Experience-Based Objectives (EBOs) Lesson Plan Examples Assessment and Evaluation Classroom Interactions and Roles Lesson Plan Comparison: The Ecological Approach to Teaching Metaphor Critiques and Considerations
Discussion Questions 7. The Integrated Social–Emotional Learning Approach to Lesson Planning: Relationship Building and Holistic Development Rationale Theoretical Background Practical Application: Lesson Plan Formats Learning Aims: Integrated Social–Emotional & Individual SEL Objectives Assessment and Evaluation Classroom Interactions and Roles Lesson Plan Comparison: The Integrated Social–Emotional Learning Approach to Teaching Metaphor Critiques and Considerations Discussion Questions 8. Planning with Purpose Summary and Extensions The Five Approaches to Lesson Planning Paying Attention to Context: Perceptive Teaching Blending Approaches Another Word on Lesson Planning Unit Planning Unit Plans Using a Single Approach Bringing it all Together Appendix A: Behaviorist Lesson Plan Template and Examples Appendix B: Constructivist Lesson Plan Template and Examples Appendix C: Aesthetic Lesson Plan Template and Examples Appendix D: Ecological Lesson Plan Templates (Ecomindedness and PlaceBased) and Examples Appendix E: Integrated Social–Emotional Learning (ISEL) Lesson Plan Template and Examples References Index About the Authors