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Course Design and Lesson Planning : Class by CLAASSS

Course Design and Lesson Planning : Class by CLAASSS. Joe Lipsett Professor Carol Miles New Faculty Orientation 2014. CLAASS. A model for individual lesson planning that guarantees to engage students (and make your life interesting).

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Course Design and Lesson Planning : Class by CLAASSS

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  1. Course Design and Lesson Planning: Class by CLAASSS Joe Lipsett Professor Carol Miles New Faculty Orientation 2014

  2. CLAASS A model for individual lesson planning that guarantees to engage students (and make your life interesting).

  3. University classes or lecture sessions should look seamless and intuitive from the student’s perspective. The more planning that goes into each individual class activity or lecture unit, the more successful you will be in helping your students achieve the learning outcomes you have set out for them.

  4. The CLAASS Model CAPTURE their attention LEAD them through the learning outcomes ASSESS prior learning ACTIVATE your lesson plan SOLIDIFY with post-assessment SUMMARIZE the key points of the lesson

  5. CAPTURE CAPTURE the students’ attention. Introduce the lesson (be creative). • Tell a story (narrative) • Ask a provocative question • Present an interesting puzzle or challenge • Project a newspaper article • News highlights • A short video clip Please share your ideas on how you begin your lessons.

  6. LEAD: What are the desired learning outcomes? A learning outcome is a description of a performance learners must be able to exhibit before you consider them competent. They can be written for a single activity, a session, a course, or a program.

  7. LEAD: Components of Learning Outcomes Action → Learning → Criteria Action – a verb identifying the performance to be demonstrated Demonstration – what will demonstrated (knowledge, skills, or attitude) Criteria – standard for acceptable performance

  8. LEAD: Mager’s ABCD Approach When writing outcomes, consider: Audience: “By the end of this course students will be able to…” Behaviour: What you want the student to be able to do Condition: What conditions are they expected to do this Degree: Whenever possible, describe how well the student needs to perform

  9. LEAD: Learning outcomes • Should be written in clear simple language. • Should be SMART. Specific Measurable Achievable Realistic Timely • Can suggest teaching methods, learning activities, and ways of assessing performance.

  10. LEAD: Verbs to Avoid Instead select verbs from Bloom’s taxonomy that express the cognitive, affective, and psychomotor competencies you want students to demonstrate.

  11. LEAD: Common Problems Not performance-oriented: Have a thorough understanding of annotated bibliography writing… Not clear: Manifest an increasing comprehensive understanding of… Not student-centred: Demonstrate to students the proper procedures for…

  12. LEAD: How can you strengthen the following outcomes? By the end of this lesson students will… … know what happened as a result of the end of colonialism in Africa in the early 1960s. … look at rural-urban migration in Rwanda.

  13. LEAD: How can you strengthen the following outcomes? By the end of this lesson students will … analyze a news website and advise the chief editor on changes to be made on the categorization. …review various news articles within a one-hour time frame on radio.

  14. LEAD: Write your own outcome Watch its structure: Action → Learning → Criteria Is it specific? Measurable? Achievable? Realistic? Timely? What learning activities and assessments can you use to help students construct knowledge and then measure students’ performance?

  15. ASSESS • ASSESS prior knowledge of the topic. • The Learner is not tabula rasa (blank slate). Utilizing prior knowledge is key to building new concepts. • Involve the learners. • Build bridges for the students.

  16. ACTIVATE • ACTIVATE your lesson plan. • Link lesson backwards (to previous content) and forwards (to forthcoming content). • Sequence the material in logical steps with learning outcomes in mind. • Employ student-centred learning activities. • Use open-ended questions to encourage student participation.

  17. SOLIDIFY SOLIDIFY with post-assessment Evaluate whether the learning outcomes and content have been understood. Engage students in groups or individually for post-assessment activities. Make it clear to the students that they have gained new knowledge or skills.

  18. SUMMARIZE • SUMMARIZE the key points of the lesson while engaging the learners. • Connect this lesson to the next topic, upcoming assessments and course learning outcomes. • Leave the students with a question for the next class to create anticipation.

  19. The CLAASS Model CAPTURE LEAD ASSESS ACTIVATE SOLIDIFY SUMMARIZE

  20. First Day Of Class The first class sets the tone for the trimester / semester. CAPTURE their interest in the course LEAD them through the key outcomes ASSESS their prior / assumed knowledge ACTIVATE them with discussion and activity SOLIDIFY their knowledge through assessment SUMMARIZE the lesson and lay the foundation for the course

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