College Lesson Plan Template Word: Fill & Download for Free

Dark and Unfortunate Facts About EducationPublic education is a business. There, I said it. Should I lose my job over that, it’s only proof that I’m correct. Educators have the biggest hearts in the world, but not all of them. Some educators are in the education game for one reason - profit. The rest work as or with educators. Here is some of the dark secrets, stored in the silo of education.Major education publication companies are the driving force behind what every state’s school year must revolve around. For example, every year schools are forced to comply with state testing. Where do you think those tests are made? Major education publication companies put them out. Those same companies are behind the curriculum and preparation that we use in textbooks, websites for guidance, professional development, lesson planning, lesson plan templates, books about writing lesson plans, and even the passing requirements that are directly linked to graduation, college acceptance, and even employment.Please take a second and reread that paragraph, because you may never see it again in publication.If word got out that only 3 companies are behind all of the above, we may find that this is ludacris and somewhat driven, perhaps biased, or even outdated and ineffective, all leading to inaccurate results that mean nothing to a child’s education.Why do you think we’re testing during a pandemic?Out of the dark, comes the light however. I have met some folks that are trying to change the game - and I love it. I have seen the revolution of true educators out there, pounding the pavement day in and day out, in an attempt to make real change. We’re working on it.Also know that providers for services such as construction in districts like New York City Public Schools, are blatant thieves in education and get away with it daily. They are the only ones somehow that are contracted vendors with the city schools, and we can only call this guy’s company or this particular service for scaffolding that stays up for years without a stitch of work surrounding it.I saw the school construction authority in New York City first hand rip off each school they worked in, and read an article not long afterwards here, where they were painted in such a positive light for opening so many schools to address overcrowding. If you call having scaffolding up for the four years I worked in one school building in hell’s kitchen, without any construction going on at all getting your tax dollar’s worth - perhaps that’s because I couldn’t even find anyone to complain to in the SCA.I’ve seen receipts for PC’s bought in 2011, that were $2,000.00 a piece, when dells were for sale for $800.00 at that time. I mean, “Dude, it’s a Dell…” come on.I’ve paid $2000.00 for 4 hours of professional development offered by a county educator. This was so we could improve our knowledge of state testing.I’ve learned that each year, new editions of books that we were forced to buy had only 1 or 2 major changes in a 300 plus page text - and we had to buy them in order to be current. This was when schools all bought textbooks.When the world changed and went digital, those publication companies made non-reproducible, annual editions to their textbooks that were nowhere near engaging. So we stopped buying the books, and bought the website license instead.How much do you think transportation costs? How much do you think a school bus costs? Google it fast, and tell me 55 grand.How about this - it’s no where near that. Go to any school board meeting and ask what the cost of the last bus they bought was and you’ll see why this is in the silo.After all is said and done - a 55 passenger yellow bus, with all fees included, runs a school around $250,000.00 per bus. Why? Since we’re all been on a bus at some point, ask yourself - What in the name of everything holy makes a bus that carries people, cost that much money?Perhaps one of the worst dark secrets that I’ve come across in education, would be about the ones that are calling the shots who haven’t the faintest idea of what it’s like to be in a school let alone a classroom - yet they make major educational decisions.In the early 2000’s the Regional Operation Center in New York City was filled with “educators” and “education administrators” who never stepped foot in a classroom, yet made policy and procedure. Does that sound right?How about ATR’s in New York City - if you ever want to know a dark secret - google ATR’s New York City Public Schools - and have fun. Man that was crazy! Those people were forced out of a job they held for 20 plus years in some cases, and wound up being substitutes until they hated it so much they resigned or retired.Perhaps the award for the worst I’ve ever seen however, the darkest secret that was eventually exposed to New Yorkers, as if it was a surprise - was the rubber room. This was where educators who were in trouble - went so they could go away. Some of these people were wrongfully accused and awaited some hearing that was years away. Some were there because they made some serious waves and should be dealt with, but the union somehow found a loophole and there they sat making $75,000, some over $100,000 and never had to do anything at all. No work. All pay.These are examples of some gnarliness in education that needs to change. Unless it does, we’re all taking tests during a pandemic; which we are by the way.

You are supposed to do it every lesson… because each class is different and needs different support and challenges.Not that it often happens that way…More recent trends in lesson planning have done away with the idea of a formal planningm document. Instead you have the vague term on observation forms of ‘Evidence of planning’ which means the observer has to see that you have made a plan in how you conduct the lesson. This can be a formal plan but many teachers now find that a little too time consuming.Instead, you can now do two things…1) Structure your powerpoint slides so that they include ‘lesson planning’ features. In other words, your powerpoint presentation is your lesson plan. You do this by incorporating slides with timings and activities on. For example: ‘Activity: answer the questions on page 4 of your handout. You have 10 minutes’. You also include all the learning objectives and so on on there too. If you are being observed you print out a copy and hand it to the observer. You can more or less keep this the same lesson to lesson and year to year with maybe some tweaks as things change in the topic or you get better ideas for activities.2) A second document that includes all the differentiation information about the students and how, specifically, you are going to deal with those needs in that specific lesson. This needs to be done fresh every time you do the lesson. However, if done right it does not have to be time consuming. Again, if you know there is an observation due, you print these out to show the observer.I have a lot of fondness for a method called ‘the Chilli pepper’ method. In this, you have a document in which you have four sections. These are:Mild, Medium, Hot and Very hot.Mild refers to students who are below expected standard for whatever reason. Medium is your average student. Hot is your above average. Very hot is for those in the hot section who manage to complete all their work in time (basically this is your extension work).In these sections you list the students who are in each one by name, make notes on why they are in that section and indicate both your expected outcomes for those students and what they need to do to progress to the next section.I set up one of these on my computer for each class - all the names already populated and the basic notes (i.e. Bob Smith - has dyslexia, needs to use blue overlays). This meant all I needed to do each lesson was add the specific topic info and, in some cases, move students who had done well or badly into another group as appropriate. If you do move them to a higher group, it is also worth noting on the document why they were moved. Remember, you are supposed to be showing evidence of progress and no harm in writing ‘Bob did really well last lesson and so is being promoted to the mild group for this one’.And in some cases specific topic info can be very simple. For example, in BTEC you have command verbs for assessment. In a topic about, say, the heart, you can have several command verbs in play. For example:Mild: Describe - draw the heart, say what parts exist in it, say what they look like.Medium: Explain - why is the heart structured the way it is? What does each bit do?Hot: Evaluate - using evidence from several sources to support your points, what are the advantages and disadvantages of the anatomical structure of the heart?Very Hot: Justify - Using the information you have learned during this lesson, explain how one heart condition can be caused and justify, with evidence, the use of one treatment for that condition.Each of these also maps to an expected grade on the assignments - describe is often a pass grade verb, explain or assess a merit grade and evaluate and justify distinction grades. Shows you are keeping track of progress against assessment standards too.Once you have the PowerPoint created and the differentiation templates for each class done, your planning each week becomes a lot quicker.

Since you specify “otherwise”, sure. Do like Einstein, get a 9–5 job that perhaps offers you some free time, but either there or as a hobby at home, do your math research. You can go online to find actual published papers and see what the format is; you can also learn to use LATEX online, and many journals have LATEX templates they want you to use for submissions. You will need LATEX if you have mathematical formulas to format; nobody will accept some Word or Mac editorial output.Academic journals DO NOT CARE if you have ANY degree at all. That is not checked. I have had several published and there is no place to give your title, or transcript, or anything else.You can submit papers, in the format they desire of course, and if they are decent they will be reviewed for originality and perhaps published. If you publish enough good papers, somebody may be willing to hire you to actually do math research, at a company. Probably not at a modern academic institution, but some might offer you a scholarship of some sort. Professors with grants can often hire students, and even cover your tuition for a course while you work for them as a research assistant.Without a PhD, it is unlikely you will be hired by anybody looking specifically for a math researcher. The vast majority of math researchers are actually professors teaching in colleges; the job is typically supposed to be 50% teaching, 50% pursuing your own research interests.(Unfortunately the 50% teaching (preparing lesson plans, slides, doing lectures, grading papers, writing tests, grading tests, counseling students, keeping office hours, answering emails, attending office meetings, serving on committees, applying for grants) is 50% of 24 hours, and the 50% pursuing your own research interests is split between sleep, the chores of life, and a few hours doing research. If pure research is really your goal, you’d actually be better off with a strictly 9–5 job that pays the bills.)