Abstract

Historical and recent theories and research about learning have identified aspects of teaching that need conscious and systematic attention to ensure effective instruction (Rosenshine, 1997: Dewey, 1969,Piaget & Inhelder, 1969; Vygotsky, 1962; Cambourne, 1999; Bruner, 1966 and 1996; Bodrova & Leong, 2003; Jensen, 2005; Healy, 1987; Shore, 1997; Wolfe, 2001). These aspects of teaching are brought together through the process of lesson planning. This paper presents a graphic depiction of the complex elements of lesson planning, through both direct and indirect instructional approaches, aligning these elements to suggest ways in which they interact. Recent use of this model in two Faculty of Education sites has proven the value of the visual model in helping pre-service teachers to understand the interrelationships among all of the elements that characterize effective instruction. Recent research with experienced and highly regarded teachers has shown that this model may be of benefit in the in-service context as well to ensure conceptual consistency and efficiency in classroom practice. In the visual model, the role of the teacher in each aspect of instruction is identified. Uses of the model are suggested in instructional contexts in pre-service programs and suggestions for applying the model in supervisory contexts are explored.