TP Task 3 – Planning for Learning

This task is linked to EPR3703: instructional strategies and planning for assessment. It
asks you to take on an active role in planning and preparing for active learning
environments. This task requires you to meet and interview your MST to discover his/her
planning process. Provide a diagram illustrating the sequence of steps taken and
accompany your text with actual pictures of her process

The planning cycle together all aspects of planning into a coherent, unified process. By
What is the planning the planning within the structure, you will help to ensure that your plans are fully
cycle? considered, well focused, practical and cost-effective. You will also ensure that you
learn from any mistakes you make and feed this back into future planning and decision
making.

Reference:
Team, T. M. (1996-2018). The Planning Cycle. Retrieved April 2018, from MindTools:
https://www.mindtools.com/pages/article/newPPM_05.htm

Place your MST’s planning diagram below with words and pictures.
The model of the planning cycle is inquiry cycle and it's called "sharing the plants" . My MST put the cycle on
the board to check after each lesson and add to the cycle what the students learned. She posted some pictures of
the students to encourage them to learn more about plants and to see themselves while they are doing various
staff in the classroom such as planting and observing
the plants.

Sharing the plants cycle has 6 parts of the students'

learning process.

1- Tuning in part which has what do the students

know about plants. It like the student's prior
knowledge about plants.

2- Sorting out part which has how the students

can use their knowledge about plants through
various activities.

3- Finding out part which is what is the new that

the students can learn about plants.

4- Going farther part is how the students can

expand their thinking about plants. For
example, the students think that they can eat
the seeds or they can make patterns with using
different flowers.

5- Making conclusions part that includes how the

students' thinking has changed about plants
such as the students know that their healthy food were seeds and it's important to take care of the plants
or we will have no food.

6- Taking action part that has what the studens can do with their learning abouit plants
Through the plants unit the teacher build student's knowledge by
using inquiry-based learning(IB).

- Structure of a plant(function)
- Caring for plants(responsibility)
- What plants provide(connection)
- (Research) making observation
- (Communication)write or record to communicate
observations
- (Self-management)make healthy choices

Plants unit essential question is what are the plants?

Teacher questions(guided questions):

- What are parts of a plant?
- How do we care for plants?
- Why do we need plants?
- Why should we care for plants?
- What would happen if we had no more plants?

There are some open and closed questions that the teacher asks the
students about plants:
 Open questions:
- How the plants drink?
- Why should we water the plants?
- Why we need the plants?

 Closed questions:
- Is the plants living or non-living things?
- What are the parts of a plant?
- What the plants need to grow?