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I found while I was working without curriculum materials during student teaching that students really liked activities I planned because they were unique, but at the same time I found that activities took a long amount of time for students to reach conclusions without me directly hand holding them to it. While I don't mind the time it takes them, I'm worried with the mathematics standards requiring me to essentially sprint through material, not giving time to actually do activities so how might we fit activities into math planning to really benefit students while struggling with time constraints from standards?

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I had a similar situation in regards to incorporating activities into lessons with animal science concepts in varying areas (physiology, anatomy, reproduction). Figuring out something that the kids will be interested in AND they will learn something is incredibly difficult even when the instructions are clear and simple. So, what do you do when the students know what to do, but they show little interest or when evaluated the majority show no understanding of the concept?

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In regards to the structure of assignments slide talking about students understanding why they are doing an assignment. I had issues doing biology activities that were modeling real life biological phenomena where students would simply do the activity but not ever tie it back to what we were studying.

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Might Teach Like a Champion be a good text/resource for 422 or 498?

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Might Teach Like a Champion be a good text/resource for 422 or 498?

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I was given a book that we should be using for math at my school.  But then, it seems difficult to go off that curriculum to what I want to do... and the book included a student workbook... how creative is that!?

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I was given a book that we should be using for math at my school.  But then, it seems difficult to go off that curriculum to what I want to do... and the book included a student workbook... how creative is that!?

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Did you find anything that talks about "back to front, front to back" planning model?

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I just want to see the book we'll be using!  All the "new teacher" training happens just before classes begin. Why can't new teachers get timely access to materials

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I am teaching Bio with another teacher (She teaches one part and I teach the other, micro and macro and then we switch) I am finding it hard to co-plan with her - I want to try using new topics and mediums, but she wants to stick to the book. How can we better mesh our  styles so that the students don't get confused later? I always thought that I would be planning more on my own. However, I think it could be really useful to have two people working together.

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I talked to a math teacher during my student teaching who would ask himself "What can these students not leave Algebra 2 without knowing?" This reminded me of your idea of themes in English class though a bit different. I think focusing on what you feel is essential helps to narrow curriculum and create a goal.

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I did mostly backwards planning style, but instead of working from state standards, I went from a common end of the year exam that everyone teaching biology gave. This let me know what the department expected students to know by the end of the year, and allowed me to design lessons to check those boxes.