[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-585860-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-585860-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","expert-teaching-series-shifting-from-planning-for-teaching-to-planning-for-learning","EXPERT TEACHING SERIES - Shifting From Planning for Teaching to Planning for Learning","","Instructional guidance on shifting lesson planning from “planning for teaching” to “planning for learning,” emphasizing how thoughtfully designed plans can lift all learners. It explains how students learn through the brain’s processing of new information into long-term memory, grounded in cognitive science. The document introduces a six-phase learning model—become interested, commit to learning, focus on new learning, make sense, practice and reflect, extend and apply—then contrasts teacher-centered steps with student-centered learning actions to improve engagement and outcomes.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/expert-teaching-series-shifting-from-planning-for-teaching-to-planning-for-learning/585860/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/expert-teaching-series-shifting-from-planning-for-teaching-to-planning-for-learning/585860.png","ImageObject",300,407,{"name":42,"@type":43},"Riley West","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What problem does the document identify with traditional lesson planning?","Question",{"text":62,"@type":63},"It argues that focusing on coverage lets teachers assume learning occurred even when students’ minds did not actually retain or understand the material.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What is “planning for learning” according to the text?",{"text":67,"@type":63},"It is shifting attention from what teachers need to do to cover content toward what must happen in students’ minds for them to master the material.",{"name":69,"@type":60,"acceptedAnswer":70},"What are the six phases of learning in the model?",{"text":71,"@type":63},"Become interested; commit to learning; focus on new learning; make sense of learning; practice and reflect; extend and apply.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},585860,1792056167,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":79,"read_time":123,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","EXPERT TEACHING SERIES Instructional shifts to lift all learners  \nShifting From Planning for Teaching to Planning for Learning  \nFew topics spawn as much debate among teachers as lesson and unit plans. Some use them only reluctantly or sparingly, and some submit their lesson plans to principals simply for compliance sake without much further thought. However, many teachers swear by the power of planning out their lessons for a unit to elevate their teaching. Research supports this and shows that thoughtfully designed plans can lift all learners, especially when we shift how we think about and approach planning.  \nConsider for a moment how many of us were taught to plan: Set a teaching objective, identify materials, lay out steps for covering the material, and (if there’s time) do a closing activity. We might call this approach planning for teaching. Here’s the trouble with it: After the lesson or unit is over, it’s easy to satisfy ourselves that we’ve taught it (i.e., covered the material) even if little to no actual learning occurred in our student’s minds.  \nSo, what if, instead, we engaged in planning for learning? That is, what if we shifted our thinking away from what we need to do as teachers to cover the material and instead focused on what needs to happen in students’ minds to master the material?  \nThis model also shifts our perspective from a single lesson to a wider sequence of learning that allows for more flexibility in our delivery while ensuring our students have the time and support to actually learn the material. We’ve seen that when teachers make this mental shift, they’re able to design and deliver learning experiences that increase student engagement and learning outcomes.  \nPlanning for learning starts with understanding the process of learning itself—how the human brain converts new information into long-term memory. Scientists know a great deal about how this works, reflected in a robust body of research called cognitive science (a.k.a. the science of learning). Unfortunately, the science of learning is rarely taught in teacher education programs. An analysis of the  \nmost frequently used textbooks in preservice programs found that none introduced teachers to it; as a result, few teachers know“the most fundamental information needed to make learning ‘stick.’” 1 To help more educators learn about and use this knowledge in their classrooms, McREL translated decades of research in the science of learning into this six-phase model of learning.  \n\n| Phase of\u003Cbr>Learning | Description |\n| --- | --- |\n| 1. Become interested | Our brains are constantly bombarded by external stimuli and, thus, are designed to ignore most of the stimuli in our environment. So, to learn anything, our students must become interested init, finding it personally relevant, meaningful, and/or intellectually stimulating. |\n| 2. Commit to\u003Cbr>learning | Learning requires concerted and ongoing mental effort, so to master any new material, students must convince their brains to remain “switched on” during the entire process of learning. |\n| 3. Focus on new learning | Teachers can introduce new learning in small chunks to support how their students’ shortterm working memory functions.This is best accomplished when material is presented visually and verbally and students have time to translate ideas into concrete examples and academic vocabulary. |\n| 4. Make sense\u003Cbr>of learning | Our short-term working memories can actively focus on just a few bits of information at once, for about 5–20 minutes at a time. So, after brief episodes of learning, give students opportunities to pause and process their learning by connecting it to prior learning, thinking about it, and discussing it with others. |\n| 5. Practice and reflect | Repetition and reflection are key to long-term memory.To learn anything, students must reflect on what they’ve learned, practice it, attempt to recall it, and apply it multiple times in practice sessions spread over days and w","cbCaifI7LCgDxj4i","https://ap.wps.com/l/cbCaifI7LCgDxj4i","pdf",1131350,"English","# Shifting the Focus in Instructional Planning\n## From Planning for Teaching to Planning for Learning\n## Six-Phase Model of Learning\n## Comparison: Planning for Teaching vs Planning for Learning","[{\"question\":\"What problem does the document identify with traditional lesson planning?\",\"answer\":\"It argues that focusing on coverage lets teachers assume learning occurred even when students’ minds did not actually retain or understand the material.\"},{\"question\":\"What is “planning for learning” according to the text?\",\"answer\":\"It is shifting attention from what teachers need to do to cover content toward what must happen in students’ minds for them to master the material.\"},{\"question\":\"What are the six phases of learning in the model?\",\"answer\":\"Become interested; commit to learning; focus on new learning; make sense of learning; practice and reflect; extend and apply.\"}]","EXPERT TEACHING SERIES - Shifting From Planning for Teaching to Planning for Learning | PDF"]