Lesson Planning 101

1. Lesson Planning 101 Dr. Judith Levings Iowa State University

3. Plant Breeding Education in Africa • https://pbea.agron.iastate.edu/ • Professional Learning Community Website • https://pbea.agron.iastate.edu/plc

4. Think about the teacher that helped you learn the most. What Did this Teacher Do that made them effective?

5. If you fail to plan you plan to fail. • Effective teachers • Plan • Organized • Focus on student learning • Align their objectives, methods and assessments • Create opportunities for student to transfer concepts learned to new situations • Fair-Approachable • Help students learn the right things

6. Lesson Planning 101

7. What is lesson planning?

8. Lesson Planning – Components of a Lesson Plan

9. Lesson Planning: Objectives A-B-C-D Model A=Audience B=Behavior C=Condition D=Degree Photo from www.kennysantos.com

10. Audience Intended learner • MSc Plant Breeding Students • Undergraduates • Farmers This Photo by Unknown Author is licensed under CC BY-NC-ND This Photo by Unknown Author is licensed under CC BY-NC-ND

11. Behavior What will students be able to do by the end of the lesson? Bloom’s Taxonomy describes and classifies Examples: • Label lesson plan components • Write a report • Develop a breeding plan This Photo by Unknown Author is licensed under CC BY-ND

12. Condition Resource, equipment, tools, Environment Examples: • Given plant samples • Given the following environment This Photo by Unknown Author is licensed under CC BY-SA

13. Degree Acceptable level of performance Examples: • 9 out of 10 times • Without error • Within 60 seconds

14. Learning Objectives Is this objective observable and measurable? • Given a learning objective, faculty will identify the learning objective components without error. • A = Faculty • B= Identify learning objective components • C= Given a learning objective • D= Without error

15. Learning Objectives

16. Bloom’s Taxonomy Action Verbs Currently, where are most of your objectives falling?

17. Learning Objectives • Crop Improvement students will demonstrate pedigree writing with 100% accuracy when given the Pedigree Naming Systems and Symbols PBEA Module.

18. Learning Objectives A. Crop Improvement students B: demonstrate pedigree writing C: given the pedigree naming systems and symbols PBEA Module D: 90% accuracy Crop Improvement students will demonstrate pedigree writing with 90% accuracy when given the Pedigree Naming Systems and Symbols PBEA Module.

19. Let’s Practice- Objectives for your Lesson • Write learning objectives for your lesson • Include the ABCD components • Pair-Share with members at your table • Give each other feedback. • Be prepared to share.

20. Lesson Plan Template Enter your objective on the template.

21. Lesson Planning – Components of a Lesson Plan

22. Lesson Planning: Determine Acceptable Evidence What kind of task will reveal if students achieved the learning objective? Aligned with objectives and learning activities.

23. Lesson Planning: Assessment Formative Summative Designed to evaluate student learning at the end of a unit Examples: Final Exams Portfolios Standardized Tests Final projects, presentations, and papers Designed to give ongoing feedback to the instructor about student progress Examples: • Written reflections • Polls/surveys • Quizzes • ALA/Case Studies

24. Identify Results and learning Goals Start with the end in mind At the end of this course OR degree program, students will be able to…. • Remember – retrieve knowledge from long term memory • Understand – construct meaning • Apply – perform a task using knowledge • Analyze – differentiate, organize, and attribute knowledge • Evaluate – Judge and critique knowledge • Create – generate and produce new knowledge

25. Assessment Objective • Develop a brochure on the pros/cons/consequences of lesson planning. • Create a lesson plan that could be used by another colleague teaching your class. • Answer 5 multiple choice questions about lesson planning. • Identify the 5 birds from a set of slides on a quiz. • Explain a consequence of poor or no lesson planning. • Apply the ABCD method of lesson planning. • Identify lesson planning components. • Identify 5 local birds.

26. Let’s Practice Using the objective you have already wrote: Write down what task you would have students do that would reveal to you if they can do it? Pair/Share for feedback Make changes and add to your Lesson Plan Template

27. Lesson Planning – Components of a Lesson Plan

28. Lesson Planning: Learning Methods Domains of Learning

29. Cognitive Domain Cognitive Domain = Knowledge and Experience • Delivery Methods • Lecture • Discussion • Case Studies • Demonstrations, ALAs Photo from www.darcymullin.wordpress.com

30. Psychomotor Domain Manual or physical skills – Also known as SKILLS • Require practice, measured in terms of speed, precision, distance, procedures, techniques • Delivery Methods • Data Recording (Excel documentation) • Pipetting • Practice • Labs • Exercises This Photo by Unknown Author is licensed under CC BY

31. Affective Domain Affective Domain = Growth in emotions, feelings, or values • Delivery Methods • Questioning • Communicating • Mentoring • Gain Trust What does this say about how well students will learn if their needs are not met? Photo from www.simplypsychology.org/maslow Maslow’s Hierarchy of Needs

32. Lesson Planning: Delivery Methods • Lecture • Labs • Field Trips • Asking Questions • Applied Learning Activities • Exercises • Think-Pair-Share • Scenarios • Drill down – ask why? 5 times • Kipling Questions – 5W and how? • On page 14. • Write down what methods you would use for each Domain

33. Best methods should… Be of immediate, practical use • How does it apply to me and my course, degree program, career? • Improve Motivation • How will this impact me?; actual barriers might not be known to individual; relationships • Be intrinsic based • Be learner-centered

34. Let’s Practice: Delivery Methods Assignment: Choose an engaging delivery method that fits with your objective and assessment Description: Using what you know of the domains of learning, select the most effective teaching strategy to teach your lesson plan. Pair-Share. Share for feedback.. Look for consensus. Questions: • Which domain(s) are you selecting to deliver the content? • Which teaching strategy do you feel the most effective? Why? • Does your delivery method fit within your objectives?

35. How will lesson planning help you become the teacher that students learn the most from?

36. Reflection Session How can this be used? In your classroom? In mentoring new colleagues?

37. References • www.mdfaconline.org/presentations/ABCDmodel.doc • http://crlt.umich.edu/gsis/p2_5 • http://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy

38. Top Ten Ways to Improve Lectures Dr. Judith Levings Coordinator PBEA-PLC March 13, 2019

39. Objective Participants should be able to: • Recall 10 ways to improve your lectures (for student learning) • Practice including a lecture break-up method in a lesson plan • Practice writing a good question in your field

40. How many of you use lectures as your primary method of teaching?

41. Why do we lecture?

42. Benefits & Downfall of Lectures Benefits: transmittinginformation (reading, videos, etc.) Less effective for: • promoting thought Better: case studies, simulations • changing attitudes, values & Better: discussion perspectives • inspiring interest Better: interactive peer activities • teaching behavioral skills Better: hands-on, repetition

43. The Ferris Bueller Classroom What are signs your students are not engaged in your lecture?

44. How can we make our lectures more impactful on student learning?

45. NUMBER 1 THING? Break-up lectures every 20-30 minutes by using active learning or interactive activities

46. Breaking Up Lectures Helps students: • Focus • Understand errors in thinking (misconceptions) • Improve understanding by using the concepts or skills immediately • Build neural connections for better recall and transfer to novel settings • Build Trust • Increase motivation Source: Freeman, S. Eddy, S., McDonough, M., Smith, M., Okorafor, N. Jordt, H. & Wenderoth, M.  (2014).  Active learning increases student performance in science, engineering, and mathematics.  Proceedings of the National Academy of Sciences of the USA.

47. Break-Up Lectures with:

48. Six Break-up Methods/Activities

49. Think-Pair-Shares Professor: Pose a question which requires analysis, evaluation, creation. Each student thinks or writes on this question for a minute, then turns to the person next to him to compare ideas. Then the pairs share their ideas with some larger group (pairs of pairs, table, or the whole group). Defend or refute the statement: Teaching a skill is easier than teaching a concept.

50. Exam Questions Professor: Alone, or in pairs, or groups of three have students write an exam question about the material just covered in class (they should follow the format of your actual exam- essay, multiple choice, etc.) After a brief time for discussion, you select at least 4 groups to report their question to the whole class. Write these on the board and ask other students to critique them (give them the criteria- Blooms Taxonomy!). You can collect all questions and use the best one on the exam! Write an exam question over the material presented today.