Instructional Planning

As a district one of our focus areas this school year is planning and preparation to ensure equitable outcomes for all students. This focus area aligns with the WI Educator Effectiveness System which uses the Danielson Framework for Teaching for professional growth and development for educators. The first domain of the Danielson Framework for Teaching is Planning and Preparation. Our Planning and Preparation Adult Learning Framework focuses on two components within the planning and preparation domain; Demonstrating Knowledge of Students (1b) and Designing Coherent Instruction (1e). These two components are essential to intentionally planning instruction to meet the needs of all learners. 

When lesson planning it is important to plan for the “edges”. This means that you plan for your learners that are disengaged in learning and not achieving at the same level as their grade level peers. This may include students with learning or behavioral disabilities, English language learners, and/or students of color. Including supports and scaffolds, different cultural heritages, and student interests in your lesson planning will not only benefit underperforming students but also students who are performing at or above grade level. Intentionally planning for a few can have a huge impact on the overall achievement of the class. 

Gradual Release of Responsibility (GRR) is the instructional framework that is expected to be used when designing coherent instruction. Daily lesson plans following the GRR framework include focused instruction, guided instruction, collaborative learning, and independent learning. Designing coherent instruction involves aligning learning activities to instructional outcomes. Intentionally selecting WICOR strategies that enhance student's learning experience. Creating data-driven small groups and using formative assessments regularly in daily instruction to guide instructional decisions. Also, being mindful that the pacing and structure of the lesson allows time for students to process their learning and engage in discussion, critical thinking, and reflection. Designing coherent instruction is a high-leverage practice that leads to significant gains in student achievement.

An analogy I once read compared lesson plans to a road map. For both you need a final destination or end point. Without that you're just on a road to nowhere and taking your students/passengers along for the ride. Planning and preparation are key if we want to see achievement gaps close and not widen. As educators it is our responsibility to demonstrate knowledge of and design coherent instruction for each and every student that enters our classrooms. If we want equitable outcomes for all students it starts with intentional planning and preparation.