My prime directive as a teacher is to empower my students to live satisfying and productive lives. I want to help them develop three sets of skills — interpersonal, organizational and communication — that will help them in every profession and all areas of life. As a teacher, I get to teach someone else’s young adult child about the world and show them how to navigate it. My goal is to positively impact their lives and make them feel good about themselves while also teaching them English and debate. I genuinely enjoy being with them and especially love the most difficult of all ages — namely, 18+ teenagers. They tend to be energetic, creative and humorous, and their drive for independence empowers them to think outside the box. I love to see what far-out ideas they dream up. Some of them have turned out to be real winners. Young adults I’ve encountered …show more content…
b) A skills list that engages teachers in backward mapping to identify the reading, writing, and thinking skills students will need to complete that task.
c) An instructional plan in which teachers create or select predesigned student activities (“mini-tasks") and instructional strategies that develop students’ literacy skills and guide them toward completing the teaching task.
d) A results section that shows sample student responses to the task and how those pieces scored on an LDC rubric, as well as an option for teachers to design a summative assessment related to the teaching task.
2. LDC provides more research-like learning activities that can be devised for students, the less the teacher has to concentrate on preparing a content-based curriculum. A switch of emphasis from teaching content to learning processes (that often include placing more responsibility on the students) can eventually reduce preparation time while vastly increasing student engagement..
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