A Blueprint for Learning: Lesson Planning & Writing Learning Outcomes
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A Blueprint for Learning: Lesson Planning & Writing Learning Outcomes
- 1. A BLUEPRINT FOR LEARNING LESSON PLANNING AND WRITING LEARNING OUTCOMES PhotoCredit:sebastien.barreviaCompfightcc
- 2. SO WHAT’S THE POINT? Help you plan what to cover Evaluate your teaching Assess student learning Photo Credit: Jeff_Werner via Compfight cc
- 3. LESSON PLANS
- 4. Lesson Plans: Major Components Class Basics Learning Outcomes Content for Session Active Learning / Engagement Assessment Image Source
- 5. CLASS BASICS What do you need to know?
- 6. Vital Statistics Course name Instructor expectations Assignment Tech / space constraints Instructional materials needed (handouts, LibGuide)Photo Credit: ecastro via Compfight cc
- 7. WRITING LEARNING OUTCOMES What do you want the students to be able to do?
- 8. Crafting Learning Outcomes Who is your audience? What will they do or know as a result of the instruction / training / session? What is the desired end product? Photo Credit: Homes and Dreams via Compfight cc
- 9. Tips Figure out who you’re writing the outcome for Focus on student performance Look at the process, not just the product Choose transferable skills Align with institutional priorities Don’t use jargon! Photo Credit: subsetsum via Compfight cc
- 10. The _________ will be able to ... Verb or Action Phrase + In order to + Impact Statement = An Assessable Outcome
- 12. PLANNING CONTENT What to students need to know to do this well?
- 13. What do you need to show them? Let the learning outcomes guide your content Consult the ACRL Information Literacy Standards or others What else is at your disposal? videos or podcasts tutorials Photo Credit: Kalexanderson via Compfight cc
- 14. Content Delivery Lecture Guide practice Video tutorials Demonstrations Flipped classrooms Photo Credit: pgcap via Compfight cc
- 15. ACTIVE LEARNING What actions will help you achieve your outcomes?
- 16. Engagement Strategies Background knowledge probe provides students with opportunity to put session into context Reciprocal teaching students are given the chance to lead discussion or demos Think-Pair-Share engages students in individual, small, and large group discussion Matching experience students are grouped together based on experience levels Image Source
- 17. Check for understanding What questions do you have? What would you do next? Tell me more about that . . . How would you describe this process to someone? Photo Credit: sampsyo via Compfight cc
- 18. Source
- 19. ASSESSMENT COMPONENT What data or information is needed & how will it be collected?
- 20. Questions to Ask How will I create an environment where students are most likely to learn based on the learning outcomes? How will students demonstrate learning? What evidence of learning is available? (We’ll talk more about this after the break!)
- 22. Madeline Hunter Template Anticipatory Set (what will set the stage?) Objectives/Purpose Teaching Input Modeling Checking for Understanding Questioning Strategies Guided Practice Closure Independent Practice
- 23. Understanding by Design (UbD) “Backwards” design What do you want students to learn? (outcomes) How will you know if they’ve learned it? (assessment) What activities will help them learn and, at the same time, provide assessment data? (teaching method) Wiggins, G. & McTighe, J. (1998). Understanding by Design. Alexandria, VA: ASCD. (p. 15)
- 24. UbD Lesson Plan Template Vital Information Stage 1: Desired Results Established goals Understandings / misconceptions Essential questions Knowledge Skills Stage 2: Assessment Evidence What authentic performance tasks will students demonstrate? By what criteria will performances be judged? How will students reflect upon and self asses their learning? Stage 3: Learning Plan What learning experiences and instruction will enable students to achieve the desired results?
- 25. Library Workshop Lesson Plan (Oakleaf) Outcomes to be taught & assessed How will you know the outcomes are achieved? “Big Picture” learning that transfers to life transferable learning skills Teaching Strategies Comprehension Checks Transitions Learning Assessments Short term and long term Photo Credit: woodleywonderworks via Compfight cc
- 26. 5 E’s Engagement How will you capture their interest? Exploration “Big idea” conceptual questions to focus students Explanation Questions and activities to solicit student explanations Elaboration How will students develop understanding of the concepts and apply knowledge? Evaluation How will students demonstrate they have achieved the learning outcomes?