Essential Supports for Enabling Teachers to Develop Adaptive Lesson Plans That Meet Student Needs

• In Event: Poster Session 9
  In Poster Session: Teacher Knowledge and Beliefs in the Context of Schooling

Abstract

This paper presents case studies of teachers’ planning and implementation of high school science lessons in the context of school reform in Chicago. Using the pedagogical design capacity framework and framework for essential supports, the authors identify teacher background knowledge, curriculum alignment, and professional community as significant influencers of teacher planning. The results of the case studies indicate that low subject matter knowledge and structures that discourage detailed planning create barriers for teachers to understand the main point of a lesson and anticipate difficulties students will have. In contrast, strong professional community and subject matter knowledge, when combined with school support for detailed planning enables teachers to identify student needs and adapt instruction accordingly.

Authors

• Steven McGee, Northwestern University

• Linda C. Brazdil, Loyola University Chicago