The other is the thinking that goes into the lesson sequencing and delivery can be discussed and pointed to as references as the lesson is presented. Student teachers are asked to constantly consider what their students are doing and what the instructor is doing at the same time during the arts lessons. Providing concrete examples of previous semester work and asking probing questions help student teachers see the process beyond the procedures needed to complete a product or performance. After review of the lesson format, a model lesson, and online peer reviews at this web site, student teachers are assigned to write drafts of their arts lessons. On the day the drafts are due, the instructor goes through the lesson plan format reinforcing what was introduced in a previous session.
Student teachers edit, revise, and question.
Then peer reviews can also occur. Now student teachers have some things to revise and improve on the drafts. As the instructor, I find it useful to constantly get information and feedback about the lesson plan process and student teachers' understanding. Of course the students laugh, but they also answer, discuss, and debate what they are uncertain about or where more explanation is needed. Not all student teachers or teachers become curriculum designers, but knowing how to develop a thorough arts lesson plan can help bring substance and quality to the learning for both the teacher and the students.