ABSTRACT
This chapter addresses issues that a beginning teacher might have with lesson planning. Using Daloz’s mentoring model and Rogoff’s adapted model, it explores when and how mentors can support and challenge a beginning teacher to become autonomous in planning for pupils’ learning. Effective lesson planning is a reflective process. Mentors could use Kolb’s ‘experiential learning’ theory as a framework to explore how they can best support a beginning teacher to plan lessons for pupils’ learning. An understanding of a unit of work is an ongoing process for a beginning teacher, for which mentors can provide support to plan learning outcomes that support pupils’ learning identified in the unit of work. After supporting a beginning teacher to discuss learning outcomes and associated pupils’ learning expectations identified in the science curriculum’s units of work, mentors can then support them to use key questions characterising the course of the lesson.
