Planning for learning is essential for creating environments conducive to learning and to developing student understandings. Standard 3 of the Australian Professional Standards for Teachers (APST) (Australian Institute for Teaching and School Leadership [AITSL], 2017) specifies the need for all graduate teachers to be able to ‘plan for and implement effective teaching and learning’. Quality planning involves the systematic use of feedback data to design activities that encourage the assimilation and synthesis of information, leading to the creation of new understandings.
Good planning begins with the end in mind and incorporates multifaceted and interdependent elements that demand constant monitoring and adjustments by teachers in response to their ongoing assessment and evaluation as plans are enacted (Cornish & Garner, 2009). Planning, implementing, monitoring and adjusting are part of an ongoing recursive process.
In this chapter, we look at the planning process in relation to all these elements, including: big picture planning, classroom-level planning, learning adjustments to cater for students’ learning needs.
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