Дизайн урока и планирование с нуля / Lesson Design and Planning from scratch. Technology integration. Марина Юрьевна Грабарь

      That one of my old schools, the principal would insist on written objectives in every classroom because he believed that it was the uniformity in the classroom that routine that helped the school function effectively. While I don’t totally disagree that the consistency and structure helped, it sometimes resulted in some artificial and arbitrary steps teachers were required to take during formal observations. Not only were teachers expected to write up objectives, but also to elicit these objectives (aims) from students. While students were often polled to suggest possible objectives based on warm-up or introductory activities, I don’t think it gives students enough credit to suggest that they felt «ownership» of the lesson because the objective came from them, especially when the teacher made no secret of the fact that the objective was written in the lesson plan. A few years later at a new school that does not require it, I do find myself still writing objectives and agendas on the board. The agendas are generally for me to keep track of the pace of the activities I usually arrange for lessons, but I do tend to use quirky titles that sometimes prompt students to wonder how they relate to what we are doing in the activities leading up to them. Again, these are generally for me though. Some students like writing the objectives in their notes as organizational tools, which I can understand. Still, there are some days when I don’t put one up because I don’t know exactly how much we will figure out over the course of the period. I really value the freedom I currently have because I remember what it was like to not have it and because I know that many don’t have that freedom at all.