Abstract
Lesson planning is an essential component of teacher professional development. COVID-19 has ushered a
rapid transition from classroom based teaching to online engagement with K-12 students placing new demands
on teachers to apply their lesson planning skills to new digital classroom environments. This paper
presents a rationale for innovation in lesson planning for online teaching. Early results from a pilot project
indicate that a Rhythmic Approach to lesson planning translated well to online classrooms and facilitated dialogic
interactions between teachers and students. In addition nascent challenges associated with the transition
from physical to online classrooms were mitigated. Early results and outcomes are relevant to K-12 preservice
teachers, teacher educators and established inservice practitioners.
| Original language | English (Ireland) |
|---|---|
| Journal | Information and Learning Sciences |
| DOIs | |
| Publication status | Published - 1 Jun 2020 |
Authors (Note for portal: view the doc link for the full list of authors)
- Authors
- Flynn, P.