1. Getting the Most Out Of Your Lecture
Presenter: Yvette Dodson,
Adjunct Professor of Education
College of Southern Maryland
2. Introduction
• Why am I doing this? Purpose of Education
• What am I trying to accomplish? Program outcomes and objectives
• How will I know learning is taking place ? Measuring success
• Multiple Intelligences
• IDEA Learning Disabilities categories
• Differentiated Instruction
• Universal Design for Learning
• Brain Based Learning Theory
• Easy teaching strategies that create a community of Learners
• Lecture Essentials according to UDL and Brain Based Learning Principals
3. Linguistic –good with sounds rhythms of words and language (journalist)
Logical-Mathematical –patterns, logical reasoning and
numbers(mathematician)
Musical- music, pitch, sound, rhythm, musical expression( composer)
Bodily-Kinesthetic - movement and control of body and objects(athlete,
dancer)
Spatial-Visual -transformations of images and space (pilot, sculptor)
Interpersonal -aware of , able to read , and respond appropriately other
people's feelings (salesperson, counselor)
Intrapersonal -self-awareness
Naturalist –able to recognize and classify nature (botanist)
Emotional Intelligence – Daniel Goleman
Multiple Intelligences
Howard Gardner
4. IDEA Disabilities
• Autism
• Deaf-blindness
• Deafness
• Developmental delay
• Emotional disturbance
• Hearing impairment
• Intellectual disability
• Multiple disabilities
• Orthopedic impairment
• Other health impairment
• Specific learning disability
• Speech or language impairment
• Traumatic brain injury
• Visual impairment, including blindness
5. •Differentiated Instruction-”An approach to instruction that includes proactive planning to meet
diverse student’s needs. Differentiated instruction is student centered , based on student
assessment data, and includes multiple approaches to content, process and product to ensure
that all students learn.”(McLeskey, Rosenberg, and Westling, 2013)
Ongoing, formative assessment
Recognition of diverse learners
Group Work
Choice
Differentiated Instruction
6. Nine Principals of Universal Design
1. Provide options for perception (auditory, visual)
2. Provide options for language and symbols(graphic organizers, key terms and concepts)
3. Provide options for comprehension
4. Provide options for physical action
5. Provide options for expressive skills and fluency(Dragon Speak, Scribe)
6. Provide options for executive functions
7. Provide options for recruiting interest
8. Provide options for sustaining effort and persistence
9. Provide options for self regulation
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7. Brain Based Learning Theory
Motivation and engagement
Emotional states
Physical environment
Movement and Learning
The social brain
Critical thinking questions and tasks
Memory and recall
10. -Prepare and create (Priming, assessing prior knowledge)
Engage and Frame
Connect the learner with the content
Framing-your hook-chunk concepts and ideas in ways that your
students can associate them together
Acquire, Elaborate and Connect
Lecture-teacher or student presented
Immediate correction of acquisition of terms and concepts is best so
that students do not have to unlearn incorrect thinking. It is easier for
your brain to learn it right the first time
Use of all student response like thumbs up or down, response cards,
and electronic clickers
Settle, Rehearse and Incorporate
Settling time-take a walk, break, or snack to let info settle
Rehearse-brain needs to be exposed to something 10 times to commit
it to memory (pre-exposure, previewing, priming ,reviewing, revision,
repetition)
Brain Based Teaching Lecture
Format
11. Teaching Strategies
• Prior knowledge connection and assessment
• Creating an emotional state
• Dr. Spencer Kagan Cooperative Learning strategies
• Framing the lesson (getting the student hooked or invested)
• Review and closure
• Executive functioning modeled and taught
Judgment
Goal setting
Self feedback
Monitoring of progress
Prior knowledge activation (crocheting knowledge)
Metacognition
13. Teaching strategies (cont’d)
During the Lesson:
• All Student response techniques
Clickers
A B C color cards
True false cards
Paper plate white boards
Thumbs up/down
Sign language A B C
• Guided note taking (Cornell guided note taking)
• Close note taking
• Graphic organizers
• Jigsaw technique
• Student outlined chapter review
• Checklist
• Rubric
14. Teaching Strategies (cont’d)
After the lesson:
• KWL chart
• ASR (All Student Response) review
• Graphic organizer/concept map
• 3-2-1 review( 3 things you discovered. 2 interesting things. 1
question you still have)
• Exit slip
• Think-pair-share
15. Objective:
• Did you visit your syllabus objectives or Maryland Common Core
Standards?
Prior Knowledge:
• How is the prior ( and personal) knowledge connected with the objectives
in this lesson
Materials:
• Are class charts (with mnemonic clues) and graphic organizers being used
for visual interaction with the content? (UDL 1 , 2, 3 and 6)
• Are there rubrics, checklists, or completed projects for students to self
evaluate and or regulate their attempts at the guided and independent
practice?(ULD 8 and 9)
From Start to Finish
16. Introduction:
• Are the objectives given to students terms of what they will learn today?
• Are students being engaged and is there interest (UDL 7&8)
• Is there a review of previously learned skill (prior knowledge) that builds
on the current skill being taught?(UDL 3)
From Start to Finish (cont’d)
17. Body of Lesson:
• Are new vocabulary and concepts introduced and defined using visual,
interactive as well as auditory means? (UDL 1,2,3)
• Is an All Student Response technique being used to assess if students are
engaged and understanding what is being demonstrated?
• Is there a guided practice opportunity where students do what the teacher
has demonstrated step by step along with corrective, immediate, feedback?
• Is there independent practice for students to demonstrate their
knowledge of what was taught .(UDL 3 and 8)
• Are there rubric, checklist, class charts with mnemonic clues for students
to self regulate and self check to make sure they are doing the independent
practice correctly.(UDL 6,7,8,9)
• Are there at least two accommodations/teaching strategies being used ?
• Are there opportunities for physical movement and peer collaboration?
• Are critical thinking questions being asked?
From Start To Finish (cont’d)
18. Conclusion:
• Incorporate students in reviewing the key vocabulary and concepts and
connect it to the next days lesson.(UDL 2, 3,6)
Evaluation:
• Is there a worksheet, checklist, portfolio item, exit sheet, class chart (KWL),
or All Student Response to assess the progress of each individual student?
(UDL 2,3,6,8)
From Start to Finish(cont’d)
19. Berk, L. E. (1999). Infants, children, and adolescents (3rd ed.). Boston: Allyn and Bacon.
Berk, L. E. (2010). Exploring lifespan development (2. ed., International ed.). Boston,
Mass.: Allyn & Bacon/Pearson.
Jensen, E. (1998). Teaching with the brain in mind. Alexandria, Va.: Association for
Supervision and Curriculum Development.
McLeskey, James, Rosenberg, Michael S. and Westling, David L. (2013)Inclusion:
Effective Practices for All Students. Upper Saddle River , New Jersey: Pearson Education
Inc.
http://medicine.ukzn.ac.za/Education/EducationalTheory/PrinciplesofLearning.aspx
http://udltechtoolkit.wikispaces.com
www.cast.org
Works Cited
