1. 1 Managing Learning Environments

2. 2 Goal: To learn how to design effective lessons.

3. Objectives: 1.Identify three basic components of a lesson and explain how they are related to each other. 2.Write a properly-stated objective. 3.Identify a variety of activities that can be used to accomplish learning objectives. 4.Describe assessment and its importance in learning. 5.Construct a basic lesson plan. 6.Describe the purpose of a grading rubric and how it can be constructed. 3

4. Objectives: 1.Identify three basic components of a lesson and explain how they are related to each other. 2.Write a properly-stated objective. 3.Identify a variety of activities that can be used to accomplish learning objectives. 4.Describe assessment and its importance in learning. 5.Construct a basic lesson plan. 6.Describe the purpose of a grading rubric and how it can be constructed. 4

5. 5 The Lesson Planning Process Objectives Assessment Activities Include practice with feedback

6. Objectives: 1.Identify three basic components of a lesson and explain how they are related to each other. 2.Write a properly-stated objective. 3.Identify a variety of activities that can be used to accomplish learning objectives. 4.Describe assessment and its importance in learning. 5.Construct a basic lesson plan. 6.Describe the purpose of a grading rubric and how it can be constructed. 6

7. 7 Objectives Sample Objective: After completing this lesson, the student will be able to describe all six trigonometric functions. Behavior: “describe” Degree: “six”

8. 8 Objectives Specific Verbs Easier to Measure Goals Broad Verbs Difficult to Measure

9. 9 Sample Goals First-year experience course 1.Students will be able to approach problems in a systematic way. 2.Students will be able to know how to use computer tools for engineering tasks.

10. 10 First-Year Experience Course Goal 1: Students will be able to approach problems in a systematic way. Objectives: Students will be able to: 1.Describe the six steps comprising the problem solving method. 2.Apply the problem solving method to a specific problem.

11. 11 First-Year Experience Course Goal 2: Students will be able to know how to use computer tools for engineering tasks. Objectives: Students will be able to: 1.Solve fundamental engineering problems using computer tools. 2.Perform basic file management tasks using an appropriate computer tool.

12. Write a Learning Objective Develop one learning objective Identify (1) Behavior (2) Degree Common used verbs Arrange in order, Build, Classify, Compare, Construct, Contrast, Define, Demonstrate, Describe, Diagram, Differentiate, Distinguish between, Draw, Explain, Identify, Label, List, Make, Match, Select, Solve, State, Tell how to, Translate, Recite, Repair, Write 12

13. LESSON PLANNING FORM Name: _______________________________________________ Department: ______________ Topic/Lesson: _______________________________________________________________________________ Learning Objective (This refers to what students will be able to do as a result of the lesson): _______________________________________________________________________________ Learning Activities (This refers to activities you plan to do as part of your 7-minute lesson): 1. ___________________________________________________________________________ _______________________________________________________________________________ 2. ___________________________________________________________________________ _______________________________________________________________________________ 13 Lesson Planning Form

14. Objectives: 1.Identify three basic components of a lesson and explain how they are related to each other. 2.Write a properly-stated objective. 3.Identify a variety of activities that can be used to accomplish learning objectives. 4.Describe assessment and its importance in learning. 5.Construct a basic lesson plan. 6.Describe the purpose of a grading rubric and how it can be constructed. 14

15. 15 Guidelines for Selecting Instructional Activities 1.Potential to help students master the stated objectives. 2.Actively involve students in learning and practicing the behaviors stated in the objectives.

16. Objectives: 1.Identify three basic components of a lesson and explain how they are related to each other. 2.Write a properly-stated objective. 3.Identify a variety of activities that can be used to accomplish learning objectives. 4.Describe assessment and its importance in learning. 5.Construct a basic lesson plan. 6.Describe the purpose of a grading rubric and how it can be constructed. 16

17. Assessment How will I know if students have achieved the learning objectives of a particular lesson or an entire course? What am I willing to accept as evidence that students have achieved the objectives? 17

18. Selecting Activities and Assessment Methods Based on the objective you developed earlier, select the following: –One or more activities aimed at accomplishing the objective –Methods for assessing the objective 18

19. Objectives: 1.Identify three basic components of a lesson and explain how they are related to each other. 2.Write a properly-stated objective. 3.Identify a variety of activities that can be used to accomplish learning objectives. 4.Describe assessment and its importance in learning. 5.Construct a basic lesson plan. 6.Describe the purpose of a grading rubric and how it can be constructed. 19

20. Learning Objectives Learning Activities Organization Assessment 20 Lesson Plan Introduction How will you get the students’ attention? Body What are the main points? Closure How will you summarize or conclude the lesson?

21. Micro-Teaching 7-minute lesson Videotaped CIE feedback 21 Micro-Teaching sessions will be held this Fall. Please go to www.cie.purdue.edu for more information.www.cie.purdue.edu

22. Objectives: 1.Identify three basic components of a lesson and explain how they are related to each other. 2.Write a properly-stated objective. 3.Identify a variety of activities that can be used to accomplish learning objectives. 4.Describe assessment and its importance in learning. 5.Construct a basic lesson plan. 6.Describe the purpose of a grading rubric and how it can be constructed. 22

23. Criteria Levels of Achievement 1-point Needs Improvement 2-points Adequate 3-points Meets Expectations Content and Organization  There is a great deal of information that is not clearly connected to the thesis.  No apparent transitions.  Organization has little logical order.  The point of the presentation is not entirely clear.  Sufficient information that relates to thesis.  Lacks detail and depth in places.  Some transitions are abrupt and leave questions about how some ideas are related.  Significant research-based information clearly related to thesis.  Examples all support thesis.  Presentation is well organized. Audiovisual Media  Little or no audiovisual media used or not used effectively.  Media used detracts from the thesis.  Media supports the topics but does not enhance the presentation.  Media not particularly well connected to the thesis.  Unique use of media.  Media adds to or develops thesis.  Use of media is varied and appropriate.  Media enhances the presentation. Contributions of Individuals  One or two members dominate.  Some members seem ill-prepared or not informed.  Most members are actively involved and informed about the topic.  Each member is equally involved in the presentation and is well informed about the topic. Speaking Skills  Some mumbling or inarticulate talk.  Clear articulation.  Volume needs adjustment.  Enthusiasm not evident.  Poised, clear articulation.  Suitable volume.  Good posture, enthusiasm, and confidence noted. 23

24. Rubric Activity Directions for Assignment: Students were required to solve Problem 5.1 from their textbook. The students needed to show all their work step- by-step and comply with the problem solving method guidelines described in class by the professor and the textbook. Below is a solution submitted by Student A. Since you have 60 of these problems to grade, you have decided to develop a rubric to make the grading process both more consistent and easier for yourself. Develop your rubric based on the solution, and then apply it to Student A’s solution. 24

25. Criteria Levels of Achievement (Points) 1. 2. 3. 25 Create a Rubric The assignment is worth 100 points.

26. Before We Conclude Complete Post-Survey items 12-17 26