(Re)Conceptualizing the Purpose of the Lesson Plan

Abstract

Although the lesson plan format has undergone numerous changes throughout the years, it is still largely a list of instructional activities. Using updated interpretations of Bloom’s taxonomy as well as sociocultural learning theory and intersubjectivity, we propose a reconceptualization of lesson planning that places greater focus on students’ cognitions to supplement the list of instructional activities. Reconceptualizing lesson plans supports a growing movement toward an inquiry approach to planning, instruction, and reflection that facilitates students’ thinking and success.