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Presented for the Assessment Symposia for Wichita State University Libraries.
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A BLUEPRINT FOR LEARNINGLESSON PLANNING AND WRITING LEARNING OUTCOMES
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SO WHAT’S THE POINT?Help you plan what to cover Evaluate your teaching Assess student learning
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LESSON PLANS
Lesson Plans: Major Components
Class Basics
Learning Outcomes
Content for Session
Active Learning / Engagement
Assessment
Image Source
CLASS BASICSWhat do you need to know?
Vital Statistics
Course name
Instructor expectations
Assignment
Tech / space constraints
Instructional materials needed (handouts, LibGuide)
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WRITING LEARNING OUTCOMESWhat do you want the students to be able to do?
Crafting Learning Outcomes
Who is your audience?
What will they do or know as a result of the instruction / training / session?
What is the desired end product?
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TipsFigure out who you’re writing the outcome for
Focus on student performance
Look at the process, not just the product
Choose transferable skills
Align with institutional priorities
Don’t use jargon! Photo Credit: subsetsum via Compfight cc
The _________ will be able to ...
Verb or Action Phrase + In order to + Impact Statement
= An Assessable Outcome
PLANNING CONTENTWhat to students need to know to do this well?
What do you need to show them?
Let the learning outcomes guide your content
Consult the ACRL Information Literacy Standards or others
What else is at your disposal?
videos or podcasts
tutorials
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Content Delivery
Lecture
Guide practice
Video tutorials
Demonstrations
Flipped classrooms Photo Credit: pgcap via Compfight cc
ACTIVE LEARNINGWhat actions will help you achieve your outcomes?
Engagement StrategiesBackground knowledge probe
provides students with opportunity to put session into context
Reciprocal teaching
students are given the chance to lead discussion or demos
Think-Pair-Share
engages students in individual, small, and large group discussion
Matching experience
students are grouped together based on experience levels
Image Source
Check for understanding
What questions do you have?
What would you do next?
Tell me more about that . . .
How would you describe this process to someone?
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Source
ASSESSMENT COMPONENTWhat data or information is needed &
how will it be collected?
Questions to Ask
How will I create an environment where students are most likely to learn based on the learning outcomes?
How will students demonstrate learning?
What evidence of learning is available?
(We’ll talk more about this after the break!)
LESSON PLAN TEMPLATES
Madeline Hunter TemplateAnticipatory Set (what will set the stage?)
Objectives/Purpose
Teaching
Input
Modeling
Checking for Understanding
Questioning Strategies
Guided Practice
Closure
Independent Practice
Understanding by Design (UbD)
“Backwards” design
What do you want students to learn? (outcomes)
How will you know if they’ve learned it? (assessment)
What activities will help them learn and, at the same time, provide assessment data? (teaching method)
Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria, VA: ASCD. (p. 15)
UbD Lesson Plan TemplateVital Information
Stage 1: Desired Results
Established goals
Understandings / misconceptions
Essential questions
Knowledge
Skills
Stage 2: Assessment Evidence
What authentic performance tasks will students demonstrate?
By what criteria will performances be judged?
How will students reflect upon and self asses their learning?
Stage 3: Learning Plan
What learning experiences and instruction will enable students to achieve the desired results?
Library Workshop Lesson Plan (Oakleaf)Outcomes to be taught & assessed
How will you know the outcomes are achieved?
“Big Picture”
learning that transfers to life
transferable learning skills
Teaching Strategies
Comprehension Checks
Transitions
Learning Assessments
Short term and long term
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5 E’sEngagement
How will you capture their interest?
Exploration
“Big idea” conceptual questions to focus students
Explanation
Questions and activities to solicit student explanations
Elaboration
How will students develop understanding of the concepts and apply knowledge?
Evaluation
How will students demonstrate they have achieved the learning outcomes?
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