Levinson, Ralph;
(2010)
Planning for Teaching and Learning Science.
In: Toplis, R and Frost, J, (eds.)
Learning to Teach Science in the Secondary School: A Companion to School Experience.
(pp. 118-130).
Routledge: London, UK.
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Abstract
Being able to plan a lesson, a sequence of lessons or a whole course involves being able to construct, ahead of time, a set of events for yourself and 25 to 35 pupils. Learning to plan is an iterative process, where problems that arise as plans are put into action in the classroom, inform the planning process. There are guidelines which can be followed which help to minimise these problems. Nevertheless, you will find planning to be a time consuming part of your work, and you may not feel that you are planning with any degree of confidence until well into your course.
| Type: | Book chapter |
|---|---|
| Title: | Planning for Teaching and Learning Science |
| ISBN-13: | 9780203853061 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.4324/9780203853061 |
| Publisher version: | https://doi.org/10.4324/9780203853061 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10157228 |
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