Transcript Lesson Design - Middle Tennessee State University

Lesson Design
How Do I Organize My Lessons
So My Students Will Learn?
“We won’t meet the needs for more and
better higher education until professors
become designers of learning
experiences…”
LARRY SPENCE (2001)
Caveats
• Not everyone learns the same way result of genetics, preferences,
experiences, and
• Not everyone is comfortable teaching
the same way;
• use your subject, your topic for the day,
your resources, YOUR STUDENTS
(How do they learn best?), expectations
of yourself, and your comfort level as
bases for determination.
Think About This
The new science of learning does not deny that
facts are important for thinking and problem
solving. Research shows clearly that “usable
knowledge” is NOT the same as mere listing of
disconnected facts. Experts’ knowledge is
connected and organized around important
concepts; it is “conditionalized” to specificity of
the concepts in which it is applicable; it supports
understanding and transfer (to other concepts)
rather than only the ability to remember.
Brandsford, Brown and Cocking, How People Learn: Brain, Mind, Experience, and
School.
Your Students
• What do you know about your students?
– What are their learning styles
– What do they already know about this topic?
How do you know?
• Why do they need to learn what is included
in the course? The lesson?
• What is their purpose for taking
the course?
What is effective teaching?
• Definition
“The product of the instructor and the
learner working together to reach
predetermined goals” (Cranton, Knoop,
1991)
COMPONENTS OF A BASIC LESSON
Introduction
Goals/objectives
Content/body
Conclusion
Assessment (reflection)
Overview of Plan
1.
Introduction
a. Get attention
b. Arouse interest
c. Establish instructional purpose
d. Preview the lesson
2. Body
a. Recall prior knowledge
b. Process information
c. Focus attention
d. Employ learning strategies
e. Practice
f. Evaluate feedback
3. Conclusion
a.
b.
c.
d.
Summarize and review
TRANSFER knowledge
Remotivate
Give homework
(If appropriate)
a. Close
4. Assessment
a. Assess performance
b. Feedback and remediation plan
I. OBJECTIVES
• What do you want your students
to know, to do, and/or to have
thought about by the time the
lesson is over?
• What is an over-riding question
or concern that must be explored
in part or completely by the
students in the lesson?
• Organize goals around “big” ideas
and “key” questions.
Introduction
 Ask “key questions.” Grab their
interest.
 Enthusiasm/enjoyment/interest in
content
 Stimulate student thought and
interests
 Establish relevancy
 Connect ideas/lesson content to life
 Provide an overview
DR. JONES, WHAT ARE WE LEARNING
TODAY? WHY DO WE NEED TO
KNOW THIS?
II. BODY OF THE LESSON
•
•
•
•
Plan! Plan! Plan! (then have flexibility)
Relate learning to (an) Objective/s
Stimulate recall of prior knowledge
Employ learning strategies
– Use examples
– Elicit responses
– Actively involve the students
(provide for practice!)
• Periodic summaries
• Provide feedback
• Students need to develop the
habit of thinking.
– Ask students to verbalize/articulate
their ideas
– Initiate a circle of feedback between
thinking and learning
Leamson, R. (1999) Thinking About Teaching and Learning.
Alexandria, VA.: Stylus.
Encourage active learning.
Get students actively involved in the
learning processes
Learning is greatly enhanced by
- talking about ideas,
- writing about ideas,
- relating new to previous experiences, and
- applying the learning to daily lives.
LEARNING MUST BE
PERSONALLY INCORPORATED
• Use a VARIETY of teaching methodologies
–
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Visuals
Active learning
Lecture
Problem solving
Inquiry approach
Discussion
Reading
Small group work
Cooperative learning activities
Discovery learning
Service learning
Peer teaching
Personal Factors (style)
• Philosophy of learning
• Use of personal strengths
– Sense of humor
– Experiences
– Interest in students
Respect diverse talents and ways of
learning.
• There is NO “one best way to learn” AND
we don’t all learn at the same speed.
• There are many roads to learning.
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Mental stimulation
Artistic stimulation
Social skills
Hands-on experiences
Environmental Factors
• Seating arrangements
• Flexibility and creativity
in materials
• Variety of materials
• Comfort - physical and
psychological
– Positive regard for
students
– Student input and choices
– Routine
III. CONCLUSION
• Summarize what was covered
• Review key points
• Provide opportunities for
TRANSFER
• Students answer the “BIG” question
• Assign homework (if appropriate
and connect to the lesson taught
IV. ASSESSMENT
• Use of formal and informal
techniques
• Measurement consistent
with objectives
• Continual/ongoing
evaluation
• Self-evaluation (Reflection)
• Frequent evaluations
Best practice:
Give prompt feedback
• Students need “constructive” feedback to benefit
from their courses.
• Students need help in assessing their existing
knowledge and competence.
• Where frequent opportunities to perform are
provided and reflection occurs, greater learning
and retention happens.
Reflection
1. What did you hope to gain from
this seminar? Is it happening?
2. What information did you learn
that might help you in designing
your lessons? How might you
incorporate that information
into your lessons?
3. What do you want to know
more about - concerning lesson
design, teaching or learning?
Bibliography
• Bonwell, Charles C. and James A. Eison. (1999). Active
Learning: Creating Excitement in the Classroom. Wash.,
D.C.:George Washington University.
• Bransford, Brown and Cocking. How People Learn: Brain,
Mind, Experience, and School: Expanded Edition. Wash.,
D.C.: National Research Council.
• Diamond, R. M. (1998) Designing and Assessing Courses
and Curricula: A Practical Guide. Rev. ed. Jossey-Bass.
• Fink, L. Dee. (2003) Creating Significant Learning
Experiences: An Integrated Approach to Designing
College Courses. Jossey-Bass Higher and Adult Education
Series.
• Journal of Excellence in College Teaching
• Leamson, R. (1999) Thinking About Teaching and
Learning. Alexandria, VA.: Stylus.
• McKeachie, Wilber, (2001) Teaching Tips: Strategies,
Research, and Theory for College and University Teachers.
11th Edition, D. C. Heath.
• Morrison, Gary R., Steven Ross, and Jerrold E. Kemp. (2004)
Designing Effective Instruction. Hoboken, NJ: John Wiley and
Sons.
• Smith, Patricia M. and Tillman J. Ragan. (1999) Instructional
Design. New York: John Wiley & Sons, Inc.
Spence, L. (2001) The Case Against Teaching. Change
Magazine, 33 (6): 10-19.