Sam Chapin of Deerfield Academy (Massachusetts) plans a class like nurturing a garden, in which questions are the water, prior knowledge is the soil, and the content is the fertilizer for student growth. See more in the image below.
Chapin, Sam (Deerfield Academy)
John Sharkey of Parma High School (Idaho) alternates between focused instruction and a variety of assessments to ensure students have a recursive experience with what they are learning. See the image below for more detail:
John Sharkey, Parma High School (Idaho)
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.
Peter Vorkink, Phillips Exeter Academy (New Hampshire)
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.
Shelby Aaberg, Scottsbluff High School (Nebraska)
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.)
Seth Berg, Telluride High School
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.
Kate Lambert, Kinkaid School
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.
Mary Eldredge-Sandbo, Des-Lacs Burlington High School