Lesson Planning in the Age of "I Do, We Do, You Do"

• In Event: Marriott Roundtable Session 11
  In Roundtable Session: Action Research to Promote Researcher and Practitioner Collaboration

Abstract

This paper documents the findings of a curriculum inquiry group of student teachers working with a faculty facilitator to plan and implement lessons that did not use the popular “I do, we do, you do” lesson planning format. The group’s action research was intentionally framed around what kinds of lesson we would not plan in order to leave open the possibilities for what our instruction would look like. Using the epistemological assumptions of practitioner research and Lave & Wenger’s notion of communities of practice, this paper documents 1) the alternative praxis of dialogic teaching developed by our student teachers, 2) the obstacles to implementing dialogic lessons and 3) the openings for doing so.

Author

• Paul John Sylvester, Westchester Univ. of Penn