One Reflects, One Plans

One teacher thinks aloud about the main parts of the lesson and the other teacher writes the plan.

Benefits

Lesson content is a reasonable fit

Provides transparency in planning process

Concerns

May be a gap between what one teacher spoke out loud and what the other heard

Excessive use of this strategy may not support both teachers’ improving planning skills

Notes

For the teacher reflecting, thinking aloud requires articulating what may be automatic. The teacher must ask, “How do I know how to plan?”

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One Plans, One Reacts