1. How Do I Organize My Lessons So My Students Will Learn?
Lesson Design
How Do I Organize My Lessons
So My Students Will Learn?

2. “We won’t meet the needs for more and better higher education until professors become designers of learning experiences…”
LARRY SPENCE (2001)

3. 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.

4. 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.

5. 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?

6. What is effective teaching?
Definition
“The product of the instructor and the learner working together to reach predetermined goals” (Cranton, Knoop, 1991)

7. COMPONENTS OF A BASIC LESSON
Introduction
Goals/objectives
Content/body
Conclusion
Assessment (reflection)

8. Overview of Plan Introduction Get attention Arouse interest
Establish instructional purpose
Preview the lesson
Body
Recall prior knowledge
Process information
Focus attention
Employ learning strategies
Practice
Evaluate feedback

9. Conclusion Assessment Summarize and review TRANSFER knowledge
Remotivate
Give homework
(If appropriate)
Close
Assessment
Assess performance
Feedback and remediation plan

10. 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.

11. 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?

12. 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

13. 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.

14. 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

15. 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

16. Personal Factors (style)
• Philosophy of learning
• Use of personal strengths
Sense of humor
Experiences
Interest in students

17. 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

18. 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

19. III. CONCLUSION Review key points Provide opportunities for TRANSFER
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

20. IV. ASSESSMENT Use of formal and informal techniques
Measurement consistent with objectives
Continual/ongoing evaluation
Self-evaluation (Reflection)
Frequent evaluations

21. 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.

22. Reflection
What did you hope to gain from this seminar? Is it happening?
What information did you learn that might help you in designing your lessons? How might you incorporate that information into your lessons?
What do you want to know more about - concerning lesson design, teaching or learning?

23. 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

24. 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):