teaching, lessons, technology and engineering literacy
While written lesson plans may seem like a lot of work, with little purpose or benefit to new teachers, a well-written lesson plan is quite valuable for many reasons. The process of writing lesson plans at the beginning of one’s teaching career can be very time-consuming (Arnett-Hartwick and Cannon, 2019); however, the development of sequenced lessons that result in effective learning must be organized and articulate, not done haphazardly. Designing a lesson through a written document can help a teacher see the pattern, flow, and implications of a lesson and how it will help all students; this can be especially true when considering the needs of exceptional and English or Exceptional Language Learners. Further, stakeholders within the school system (principal, curriculum director, department head, and district supervisor) may require written units and weekly or even daily lesson plans for the purposes of teacher evaluation, feedback, accountability, or in-service training.
Original Publication Citation
Bartholomew, S. R., Loveland, T., & Santana, V. (2020). Writing standards-based lesson plans to Standards for Technological and Engineering Literacy. Technology & Engineering Teacher, 80(3), 24-29.
BYU ScholarsArchive Citation
Bartholomew, Scott; Loveland, Thomas; and Santana, Vanessa, "Writing standards-based lesson plans to Standards for Technological and Engineering Literacy" (2020). Faculty Publications. 5525.
Technology & Engineering Teacher
Ira A. Fulton College of Engineering
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