by Diana Herrington

Shift Lesson Planning

Interested in a first step for common core? I have found that just sifting my lesson allows me to think of connectors as the lesson is revealed. To do this I begin a lesson halfway through a class period. I have enough time to introduce the foundation for the concept. The next class period will begin with a short Q & A and then extend and go into depth, followed by a bridge to the next foundation lesson.

This is not easy to do when you have been teaching one way for years, but the rewards are amazing. Imagine no longer having the end of the period get away from you, instead of closure you can think of transition.

Unexpected Consequences

Here are some of the unexpected consequences when you shift the lesson: students leave the classroom with a curiosity of what they are going to do at the next class period, students retention increases, as a teacher you have to think about how the two lessons are connected. Once you begin down this road of just shifting your “two-page spread” format, you will begin giving students time to engage in the mathematical practices as you embrace a pathway for mathematics.

Diana Herrington has her B.S. and M.A. in mathematics from Cal Poly, SLO. She is currently teaching pre-service teachers curriculum and supervising secondary math student teachers and interns at California State University Fresno. Prior to this she was a 6-12 classroom teacher for 35 years teaching all levels of mathematics. Diana is a Presidential Awardee of Excellence in Mathematics and Science Teaching (PAEMST), California State Science Fair Coach of the Year, and Central Valley CUE Educator of the Year. She has worked on state assessment committees and has been a member of the California MathematicsTask Force and the California Teacher Advisory Council (CalTAC). Diana’s belief that students can only go as far in science as their mathematics will take them is her driving force for making sure students see and experience mathematics in as many ways as possible.

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