Structured Learning

 We create learning spaces as home spaces by consciously reimagining elements of the space as emotional supports. Every couch, seat, chair, table, blanket, and plush stuffed animal is an emotional support apparatus on which youth and families may feel a sense of comfort, safety, calm, and positive emotions. Creating home spaces for learning also requires managing lighting, odor, and bathroom facilities so that the way in which learners encounter each element of the place fosters well-being and healing. A STEM or athletic learning environment can have elements—lab equipment or athletic equipment—that foster a supportive emotional environment in how the elements are organized. This place-based (or place-centered) approach to healing is essential to our programming. 

 An individual lesson plan for a specific time-period is just one part of the big picture of curricular outcomes. We also develop the big picture of curricular goals and outcomes for ongoing, extended critical discovery. 

Imperatives

A lesson plan is about what learners will gain and what they will do.

A lesson plan is not about how the teacher will teach, which is called “instructional delivery.”

After you have planned the lesson, keep these reflections in mind when working on instructional delivery.

Timing

Timing is important. We do not do too much or too little. We try only to do what is required in order for the learning experience to be substantial within a specific time frame. Take in mind that behavioral management (also called classroom management) may take time when working with youth and we must give ourselves time to call the proceedings to order as well as work through the learning content.

• Rather than merely lecturing, we create interactive learning experiences in which participants connect with each other on intellectual, emotional, and social levels.
• We clearly state the learning objective at the beginning of the lesson.
• We return to the learning objective at the end of the lesson and ask how the learners achieved the objective. Or we clearly state that we will be continuing to achieve the goal and/or outcome in another lesson.
• We prompt lively discussion.
• We devise illustrative, hands-on learning experiences with experiments, multimedia, or demonstrations.
• We ask open-ended questions that stimulate inquiry and inquisitiveness.
• We listen patiently to responses and questions.
• We avoid over-correcting.
• We avoid shaming and blaming learners.  
• We are affirming and peaceful.
• We stick to work that reflects our specific training, the specific lesson, and what we are charged to do.