[nobe-l] Question about lesson planning and worksheets

Tue May 16 16:58:59 UTC 2017

Hi,
I just wanted to ad my two cents. Regarding lesson planning, one of the 
pieces of advice I learned early on is that for every year someone is alive, 
they have one minute of attention span, so my 6th graders, for example have 
about 10 minutes of attention span before losing them. For this reason, I 
imbed what I have heard referred to as, "brain showers," through the lesson, 
or class period every 10 minutes. I sometimes make them related to the 
lesson, but often times just make them simple as getting up and finding 
someone wearing colored socks. I'll allow 20 seconds, or so, and I actually 
count down.
Let me tell you, this simple strategy helps tremendously in curbing behavior 
issues, as well as keeping their focus for an extended amount of time during 
lessons.
Brian

----- Original Message ----- 
From: "Judy Jones via NOBE-L" <nobe-l at nfbnet.org>
To: <nobe-l at nfbnet.org>
Cc: "Judy Jones" <sonshines59 at gmail.com>
Sent: Tuesday, May 16, 2017 4:52 AM
Subject: Re: [nobe-l] Question about lesson planning and worksheets

>I love the idea of lesson planning software. Are you required to turn your 
>lesson plans in for revieaew? We were never required to do so.
>
> Extremely good advice about changing in mid-stream if you need to. However 
> this is a technigue that should not be overused. Very necessary though 
> sometimes. You are also so right about student-teacher relationships, and 
> I'll add to that, it's okay to make a mistake and hegroup. Again though, 
> if this technique is overused you could lose control, and keeping control 
> is vital. It's all about balance.
>
>
>
> Judy
> sent from the U2 Mini
>
> ----- Original Message -----
> From: Lara Sowell via NOBE-L  <nobe-l at nfbnet.org>
> To:  nobe-l at nfbnet.org
> CC: lsowell at nfbtx.org
> Date: Monday, May 15, 2017 8:27 pm
> Subject: Re: [nobe-l] Question about lesson planning and worksheets
>
>>
>>
>> Dear Jackie,
>>
>> 1. Writing lesson plans- my school uses a school management software into 
>> which I must type my lesson plans.
>> 2. Worksheets- I create my own using Word.
>> 4. & 5. Keep track of work to be graded and passing it back-I use a 
>> separate folder (different colors) for each class. If the assignment is 
>> simple to grade, I have the students trade and grade. Otherwise I grade 
>> them myself. I take papers up in the seating order of the class and 
>> maintain that order while grading and posting so that returning then is a 
>> breeze. I start with the front right when facing the students and zigzag 
>> back to the back. This is also helpful when students forget to write 
>> their names on papers occasionally. You could certainly get the students 
>> to help take up the papers in the same way each time.
>> Some teachers use a basket for turning in work, but then it is all mixed 
>> together which is not ideal if you are blind. It takes a little training 
>> with the students, but they catch on quickly. Just be flexible with 
>> yourself and don't be afraid to change midstream if any particular method 
>> isn't working for you. Be in control of your class and try not to get 
>> flustered. Love your students and treat them with respect and they will 
>> adore you!
>>
>>
>> Sent from my iPhone
>> Lara Sowell
>>
>>
>> On May 15, 2017, at 7:00 AM, nobe-l-request at nfbnet.org wrote:
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>> Today's Topics:
>>
>>   1. Question about lesson planning and worksheets (Jackie Larrauri)
>>   2. Re: Question about lesson planning and worksheets (Judy Jones)
>>
>>
>> ----------------------------------------------------------------------
>>
>> Message: 1
>> Date: Sun, 14 May 2017 21:54:14 -0400
>> From: Jackie Larrauri <ixchel.jackie.larrauri at gmail.com>
>> To: National Organization of Blind Educators Mailing List
>>    <nobe-l at nfbnet.org>
>> Subject: [nobe-l] Question about lesson planning and worksheets
>> Message-ID:
>>    <CAHT2qHZOWKbr6eEySG6f68Y-AOHZXBQXvjPJnJfPvYKh7XLFfA at mail.gmail.com>
>> Content-Type: text/plain; charset=by UTF-8"
>>
>> 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?
>> 2. Do you create your own worksheets? If so, how?
>> 3. If you use premade worksheets, are PDF's or doc files better?
>> 4. How do you keep track of copies or work that needs to be graded?
>> 5. How do you know which student gets what paper after grading?
>> Best,
>> Jackie
>>
>>
>>
>> ------------------------------
>>
>> Message: 2
>> Date: Sun, 14 May 2017 22:56:42 -0600
>> From: "Judy Jones" <sonshines59 at gmail.com>
>> To: his'National Organization of Blind Educators Mailing List'"
>>    <nobe-l at nfbnet.org>
>> Subject: Re: [nobe-l] Question about lesson planning and worksheets
>> Message-ID: <010701d2cd37$a5c85270$f158f750$@gmail.com>
>> Content-Type: text/plain;    charset=by us-ascii"
>>
>> 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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