Peter Vorkink of Phillips Exeter Academy (New Hampshire) tailors his engagement to what each student needs at the Harkness table. See below for what this looks like in detail.
Shelby Aaberg of Scottsbluff High School (Nebraska) mixes action with reflection to create a classes that are personalized to the students he teaches. See below for more on how he does it.
For Seth Berg from Telluride High School (Colorado) planning means drawing from a range of lesson options. See the image below for what those options are. (The image was damaged slightly by rain while in the mail.)
Kate Lambert from the Kinkaid School (Texas) starts with the text, spends time away from it, and then comes back to it with a richer perspective that fuels a creative approach. See the image below for more detail.
Mary Eldredge-Sandbo from Des-Lacs Burlington High School (North Dakota) shows how planning happens all the time. It’s about reflection–on one’s own, with colleagues, online–and lessons percolate out from and during all these experiences. See the image for more detail.
Jeff Wright from Louisville Male High School (Kentucky) thinks about connecting: with colleagues, with families, with standards, with content, and more. See the image below for more detail.
For Rebecca Moore from Phillips Exeter Academy (New Hampshire), class means that she is taking notes on what her students say, and the plan serves to set up that experience. Click below to see the details.
For Heidi Welch of Hillsboro Deering High School (New Hampshire), asks five questions to lead students to engagement and excellence. Click below for a closer look.
Susan Barnard of CHOICE Alternative High School (Washington) plans writing lessons around relationships built through collaboration and peer feedback. Click on the image for more detail.
For Mayme Hostetter from the Relay Graduate School of Education (New York), getting class right gets better with practice.
Planning Process Illustrated 