[nobe-l] Question about lesson planning and worksheets

[Jackie Larrauri]

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On 5/15/17, Judy Jones via NOBE-L <nobe-l at nfbnet.org> wrote:
> See answers below.
>
> Judy
>
> -----Original Message-----
> From: NOBE-L [mailto:nobe-l-bounces at nfbnet.org] On Behalf Of Jackie
> Larrauri
> via NOBE-L
> Sent: Sunday, May 14, 2017 7:54 PM
> To: National Organization of Blind Educators Mailing List
> Cc: Jackie Larrauri
> Subject: [nobe-l] Question about lesson planning and worksheets
>
> Hi all,
> I just had a few quick questions about lesson planning and worksheets.
> 1. How do you lesson plan? As in, do you use a specific template, software,
> etc?
>
> My classroom and other teaching started  before all the software and such,
> but I had very workable lesson plans, and you don't need software or
> programs.  This lesson planning strategy has been very useful in planning
> workshops and speeches, because you basically are figuring out how much
> time
> each one of your activities will spend, and prioritizing which to do first.
>
> Say, you have a 45 minute teaching period.  Decide what you want to teach
> in
> that time frame.  For younger kids you will need more activities because of
> their attention span.  Estimate how long each activity will take.  Give a
> couple of minutes from the start of class for everyone to get seated and
> quiet, greetings, etc.  If you have a first bell, then a second bell 5
> minutes after, plan to begin right at the second bell.  Give yourself a
> couple minutes for handing out and turning in paperwork.  Give time for
> explaining the work to be done, maybe a minute, maybe 3 or 4.  Then
> estimate
> the time of the actual activity itself.  Give time for transitioning into
> the next activity, maybe 1 or 2 minutes.
>
> If you have more planned for the time in which you have to teach,
> prioritize.
>
> My lesson plan was simply a braille list comprised of the activity and
> estimated time.  It is always better to overplan than underplan.  You want
> to avoid dead classtime, like dead air on a radio station.  If applicable,
> put the leftover activities into the next day's lesson plan.  Have a lesson
> plan to keep yourself and everyone on track.  Do not go without one.  The
> very few times I tried to go without, I floundered
>
> 2. Do you create your own worksheets? If so, how?
>
> Yes.  Back then, on the typewriter.  Now, on the computer, and make sure it
> covers the material you are going to test on and reflects the lessons.
>
> 3. If you use premade worksheets, are PDF's or doc files better?
>
> That is going to depend on what is more accessible to you.  I like docs,
> because most of the time PDf cannot be edited unless the creator has
> allowed
> it.
>
> 4. How do you keep track of copies or work that needs to be graded?
>
> I started out teaching 7 classes per day with 1 study hall for the eighth
> period.  I kept each classes papers bundled together with these 2-inch
> giant
> plastic paper clips that were large enough to braille the period number on.
> However you do it, keep each class's paperwork in a separate bundle.
> Gather
> it, bundle it, and stash it at the end of that class.  You could also use
> those accordion folders with a partition for each class.  Any way that
> works.
>
> 5. How do you know which student gets what paper after grading?
>
> You can either braille the student's name at the bottom, or if you have
> older students, they like to hand out papers.
>
> Best,
> Jackie
>
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