[nobe-l] Question about lesson planning and worksheets

[Judy Jones]

Hope it helps.

BTW, am seeing source code in your e-mail reply.

Judy


-----Original Message-----
From: NOBE-L [mailto:nobe-l-bounces at nfbnet.org] On Behalf Of Jackie Larrauri
via NOBE-L
Sent: Monday, May 15, 2017 9:46 AM
To: National Organization of Blind Educators Mailing List
Cc: Jackie Larrauri
Subject: Re: [nobe-l] Question about lesson planning and worksheets

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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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