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Lesson Planning with Purpose: Five Approaches to Curriculum Design
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About Lesson Planning With Purpose: Five Approaches To
Product Description When teachers and students are both engaged in the educational enterprise, every day has the potential to be transformative. Lesson Planning with Purpose takes readers on a journey through many pathways to engaging and meaningful educational experiences. The text first discusses perceptive teaching: the belief that teachers must know themselves and their students while cultivating culturally sensitive, safe, and inviting spaces for learning for all students. Next, five unique approaches to lesson planning are explored: behaviorist, constructivist, aesthetic, ecological, and integrated social–emotional learning. Each chapter provides the rationale for the approach, its theoretical background, practical applications, and critiques and considerations. Chapters end with a sample lesson that can be compared across approaches. Book Features: A comprehensive examination of multiple approaches to lesson planning. Guidance for teachers on when to choose various approaches, as well as how they might mix and match and blend ideas. User-friendly lesson plan templates, sample lessons, and discussion questions. An appendix with lesson plan examples written by practicing teachers across content areas and age groups. Review “ Lesson Planning with Purpose: Five Approaches to Curriculum Design reminds readers that curriculum is only as useful as the actual effect it has on students. The work makes a strong case for the idea that when teaching is contextualized, connected, and culturally responsive, ‘every day has the potential to be transformative.’ The book’s solid theoretical underpinnings make it ideal for educators who employ an eclectic approach to teaching yet find themselves lacking a unified theory to justify their choices. Its unique, think-aloud approach also offers abundant practical guidance in lesson planning for classroom practitioners. Experienced teachers and methods professors will find the book invaluable, and its impact will ripple through the perspectives, practices, and lesson plans of all those who read it.” —Teachers College Record “Analyzing pedagogies, trying out approaches aligned with them, and assessing student response and performance are parts of the process of becoming a perceptive, growth-forward teacher. McConnell, Conrad, and Uhrmacher raise and address these components of teacher lesson planning practices that serve the development of both teachers and students. They encourage teachers to unleash their own unique creativity, and they support them with templates for launching purposeful lesson planning that, in turn, serves to foster and extend the creative energies of students.”—From the Foreword by Jacqueline Grennon Brooks, Hofstra University “Finally, a book that approaches lesson planning with the complexity it deserves! McConnell, Conrad, and Uhrmacher’s five-approach exploration of curriculum design is one of the most nuanced and thoughtful works on curriculum I’ve seen to date. This book treats teachers as at once artists and intellectuals, curious and thoughtful, masters of their craft and eternal learners. As a result, readers will no doubt wrest lesson planning from the technocrats’ hold and return the wild and wonderful to education.”—Joel Westheimer, University of Ottawa Review “Finally, a book that approaches lesson planning with the complexity it deserves! McConnell, Conrad, and Uhrmacher’s five-approach exploration of curriculum design is one of the most nuanced and thoughtful works on curriculum I’ve seen to date. This book treats teachers as at once artists and intellectuals, curious and thoughtful, masters of their craft and eternal learners. As a result, readers will no doubt wrest lesson planning from the technocrats’ hold and return the wild and wonderful to education.”―Joel Westheimer, University of Ottawa About the Author Christy McConnell is professor of foundations and curriculum studies at the University of Northern Colorado. Bradley Conrad is as
