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 Plan1. Introduction

a. Get attentionb. Arouse interestc. Establish instructional purposed. Preview the lesson

2. Bodya. Recall prior knowledgeb. Process informationc. Focus attentiond. Employ learning strategiese. Practicef. Evaluate feedback

3. Conclusiona. Summarize and review

b. TRANSFER knowledge

c. Remotivate

d. Give homework

(If appropriate)

a. Close

4. Assessmenta. 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– Visuals

– Active learning

– Lecture

– Problem solving

– Inquiry approach

– Discussion

– Reading

– Small group work

– Cooperative learning activities

– Discovery learning

– Service learning

– Peer teaching

• Philosophy of learning • Use of personal strengths

– Sense of humor

– Experiences

– Interest in students

Personal Factors (style)

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.– 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.

Reflection1. 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.