Sequencing, activities, assessments and forms are often justified by habit, ‘it felt right’, ‘because I have to’ or ‘because Ofsted’. Teachers should be able to state, and defend, the purpose of each choice.
Questions to ask
- Why this activity, now?
- Why this order (e.g., why present simple for habits before present continuous)?
- Why this assessment; what decision will it inform?
- Is the standard lesson shape actually required, or assumed?
- Managers: say why you need the data.
Limits
Opinion; the title promises references the post doesn’t give. He concedes good instinct can be compiled reflective practice.
DELTA use (Claude)
This is exactly what Module 2 LSA plans and Module 3 rationales are assessed on: every stage aim linked to a principle and a source. Make a habit of writing one “because…” line per stage.
Connections
Writing an LSA lesson plan that coheres with the essay · Nothing is as practical as a good theory · Reflection is a recurring cycle