Lesson Planning for the 90-Minute Class
- 2. Objectives for this presentation & for CEE Summer Series Following this workshop, participants should be able to: 1. explain the HLC standard for clock hours and how we are working to meet the standard. 2. utilize research on content retention and attention span to improve lessons. 3. utilize various strategies for lesson planning and effective content delivery including chunking, wait time, how the brain processes information, and differentiated instruction. 4. create effective lesson plans.
- 3. Higher Learning Commission Standard for Clock Hours For every credit hour: 1 hour of classroom or direct faculty instruction and a minimum of 2 hours of out-of-class student work each week 5 Credit Hours X 10 Weeks = 50 hours of classroom instruction 3 Credit Hours X 10 Weeks = 30 hours of classroom instruction
- 4. Clock Hours Credit Hours Average # of Meetings Minutes Each Total Minutes Total Hours Difference % Increase 5 50 45 2250 37.5 5 30 90 2700 45 +7.5 hours 20% 3 25 45 1125 18.75 3 20 90 1800 30 +11.25 hours 60% This information shows the need to not only rearrange our lesson plans to fit a 90-minute class meeting --- but it also shows the need for us to add more depth and breadth to our lesson plans.
- 5. Lesson Planning for the 90-Minute Class
- 6. Retention Research (Percentages reflect average learning retention (National Training Laboratories, Bethel, Maine) When students are in these various learning situations, their content retention is impacted. Keep in mind that most untrained people listen at a 25% efficiency rate. This means that students are only listening to about 25% of what you are saying if you are simply lecturing (talking) at them. If they retain only 5% of that 25% --- they are missing so much!
- 7. Attention Span Research • Settling-In Period • 1-3 minutes observed versus 30 seconds self-reported • Lecture • 10-18 minutes observed versus 4-5 and 7-10 minutes self-reported • Later in the Lecture • 3-4 minutes observed versus 2 minutes self-reported Relationship between attention and active learning – most commonly used were demonstrations and questions. (Both DURING and AFTER these strategies.) http://www.opencolleges.edu.au/informed/features/30-tricks-for-capturing-students-attention/
- 8. Chunking Strategies • New Material • Transition to reinforcement activity • Transition to formative assessment or “knowledge check” • New Material – but connect to previous material as needed • Wash and Repeat Transition periods RESET the attention span!
- 9. Wait Time Most teachers wait only 9/10 of a second Before answering the question or interrupting student thought! Increase to 5 seconds, and you’ll see benefits!
- 10. Wait Time When wait time is increased to just 5 seconds: • The length of student responses increases 400 to 800 percent. • The number of unsolicited but appropriate responses increases. • Failure to respond decreases. • Student confidence increases. • Students ask more questions. • Student achievement increases significantly. Information from Teacher Vision - https://www.teachervision.com/teaching-methods/new-teacher/48446.html What’s going on in the head of the student??? They have to 1) hear the question, 2) process what the question is asking, 3) consider answers and choose one they feel is correct, 4) have time to decide to raise their hand! We need to give them quiet time to process.
- 11. Time to Percolate Even when you transition to a new topic – the brain is still processing! Work time in to allow that to happen. You can work in a variety of strategies to allow this time: • Ask questions • Partner pair-share • Reinforcement activities • Self-checks or self-reflection • Move from a cognitive task to a manual/tactile task. Have you every had an aha-moment when you suddenly thought of an answer to an earlier question? Your brain was PERCOLATING!
- 12. Variety is the spice of teaching! AUDITORY VISUAL TACTILE Differentiated Instruction ~ Student ChoiceThe old notion was that we each had one dominant learning style. More recent research explained that we all benefit from a variety of learning styles. Differentiated instruction is when you teach concepts using a variety of modalities. This allows students to choose how they learn concepts best or most comfortably.
- 13. Lesson Plan Samples • Gagne • Hunter • Direct Instruction • Problem-Based Learning • Active Learning Lesson Plan is a generic term or label --- There are people (Gagne and Hunter) who have made some lesson planning methods more commonly used. But there are also lesson plans specific to the type of teaching strategies you hope to employ. Let’s look at samples!
- 14. 90-Minute Class TIME ACTIVITY 10 min Greeting, Announcements, Objectives 25 min Teacher-Directed Whole Class Instruction (mini lesson) 30 min Student-Centered/Teacher Assisted Activity 15 min Whole Group Discussion – Debrief 10 min Formative Assessment, Homework Assignment, Closure
- 15. 90-Minute Class TIME ACTIVITY 10 min Review, Objectives, Warm-Up 15 min Lecture – Facts Review 25 min Small Group Work 25 min Small Group Presentation 10 min Formative Assessment, Homework Assignment, Closure
- 16. 90-Minute Class TIME ACTIVITY 10 min Greeting, Announcements, Objectives 20 min Teacher-Directed Whole Class Instruction (mini lesson) 10 min Whole Group Discussion – Formative Assessment 30 min Learning Stations 10 min Debrief from Learning Stations 10 min Formative Assessment, Homework Assignment, Closure
- 17. Gagne – Hunter – Direct Instruction Samples Lesson Planning Samples are available on the CEE Website on the Lesson Planning page. http://cee.unoh.edu
- 18. What is your game plan for the lesson plan?
- 19. Enjoying success requires the ability to adapt. Only by being open to change will you have a true opportunity to get the most from your talent. ~ Nolan Ryan