Slides of the talk at the Multidisciplinary Academic Conference on Education, Teaching and Learning 2015, MAC-ETL 2015, Prague, Czech Republic, 4-6 December 2015.

1. Prague, Czech Republic, December 4 - 6, 2015
Evolving Lesson Plans
to Assist Educators:
From Paper-Based to Adaptive Lesson Planning
Talk at the Multidisciplinary Academic Conference on Education, Teaching and Learning 2015
MAC-ETL 2015
Prof. Dr. Dagmar Monett, Tino Weishaar

2. D. Monett 2Prague, Czech Republic, December 4 - 6, 2015
Image by nuttakit at FreeDigitalPhotos.net
Lesson planning. A nightmare?
D. Monett

3. D. Monett
Topics
3Prague, Czech Republic, December 4 - 6, 2015
■ Theoretical background
■ Teacher knowledge
■ Pedagogical knowledge
■ Lesson planning
■ Research project
■ Phases
■ Survey. Findings.
■ Current and next steps.
■ Conclusions

4. D. Monett 4Prague, Czech Republic, December 4 - 6, 2015
Theoretical
background

5. D. Monett 5Prague, Czech Republic, December 4 - 6, 2015
Teaching
“a complicated practice that requires an
interweaving of many kinds of specialized
knowledge” from different domains

6. D. Monett
TPACK Framework
6Prague, Czech Republic, December 4 - 6, 2015
Reproduced with permission of the publisher
© 2012 by tpack.org

7. D. Monett 7Prague, Czech Republic, December 4 - 6, 2015
Schulman‘s
Teacher
Knowledge
Categories
Teacher Knowledge
Content
knowledgePedagogical
knowledge
Pedagogical
content
knowledge
Curriculum
knowledge Knowledge of
learners and their
characteristics
Knowledge
of educational
contexts
Knowledge
of educational
ends, purposes,
and values

8. D. Monett 8Prague, Czech Republic, December 4 - 6, 2015
Schulman‘s
Teacher
Knowledge
Categories
Teacher Knowledge
Content
knowledgePedagogical
knowledge
Pedagogical
content
knowledge
Curriculum
knowledge Knowledge of
learners and their
characteristics
Knowledge
of educational
contexts
Knowledge
of educational
ends, purposes,
and values

9. D. Monett 9Prague, Czech Republic, December 4 - 6, 2015
Pedagogical knowledge
“[T]hose broad principles and strategies of
classroom management and organization”

10. D. Monett 10Prague, Czech Republic, December 4 - 6, 2015
Pedagogical knowledge
“[T]eachers’ deep knowledge about the
processes and practices or methods of
teaching and learning”
 Understanding how students learn
 General classroom management skills
 Lesson planning
 Student assessment

11. D. Monett 11Prague, Czech Republic, December 4 - 6, 2015
Lesson plan structure
5
- What learners will accomplish and how,
- what the educator will do and say,
- specific learning activities learners will be
engaged in during the lesson and beyond
Performing
section
- General information about the lesson,
- learning objectives, materials,
- teaching and learning strategies,
- steps necessary before teaching the lesson
Planning
section
+
According to Ostenson, J. 2012. English 377: The Lesson Plan Template. YouTube.
Retrieved 08 August, 2015, from https://www.youtube.com/watch?v=c-Nsj6VsNJ4

12. D. Monett 12Prague, Czech Republic, December 4 - 6, 2015
E.g. learning activities
Welcoming, Agenda5
Theory (passive LU)20
Brainstorming (active LU)3
Theory (passive LU)20
Advice (passive LU)2
Transfer (active LU)35
3 Feedback, Conclusions5
Duration
in minutes
Sandwich
structure
LU: learning unit

13. D. Monett 13Prague, Czech Republic, December 4 - 6, 2015
Research project

14. D. Monett 14Prague, Czech Republic, December 4 - 6, 2015
Lesson planning
…in practice: paper-based
Images by artur84 and scottchan at FreeDigitalPhotos.net

15. D. Monett 15Prague, Czech Republic, December 4 - 6, 2015
Lesson planning
…our goal: computer-aided, adaptive, collaborative
Images by ddpavumba and Stuart Miles at FreeDigitalPhotos.net

16. D. Monett
Project phases
16Prague, Czech Republic, December 4 - 6, 2015
I. Paper-based LP for a specific pedagogical project in a Computer
Science course (08-12/2011)
II. General LP schema for its use in other courses (2012 - 12/2013)
III. Software prototype for particular and individual computer-aided
use of LPs (08/2013 - 04/2014)
IV. (a) Literature review on design for learning and LPs
(b) Survey to collect other educators’ opinions on the use of LPs
(c) Extended analysis about existing software tools for LPs
(d) Parallel analysis, design, and implementation of a second
software prototype for collaborative use of adaptive LPs
V. Further implementation of other software requirements
VI. Software evaluation and usability tests
(01-08/2015)
(08/2015- )
LP: lesson plan

17. D. Monett 17Prague, Czech Republic, December 4 - 6, 2015
Survey

18. D. Monett
Methodology
18Prague, Czech Republic, December 4 - 6, 2015
■ Questionnaire on the use of LPs
■ Available online from May 11 to June 4, 2015
■ Managed using Google Forms
■ 20 closed-ended, 1 open-ended questions
■ Sent to faculty and some teachers from local
schools
Image by ddpavumba at FreeDigitalPhotos.net

19. D. Monett
Demographics
19Prague, Czech Republic, December 4 - 6, 2015
■ 44 participants (~1 teacher per 5 faculty)
■ Gender:
■ 43.2% female, 50% male
■ Age:
■ 13.6% 40, 34.1% 41-50, 43.2% 51+
■ Teaching experience (years):
■ 25% 5, 29.5% 6-15, 34.1% 16+
■ 36.4% STEM, 50% non-STEM
Image by ddpavumba at FreeDigitalPhotos.net

20. D. Monett 20Prague, Czech Republic, December 4 - 6, 2015
Findings

21. D. Monett
Reasons for creating LPs
21Prague, Czech Republic, December 4 - 6, 2015
0%
20%
40%
60%
80%
100%
Timelined
structure
Defining
clear goals
Trying
teaching
methods
Help with the
lesson flow
Other
reasons
87,0%
82,6%
34,8%
13,0% 8,7%
52.3% do use LPs; LPs are more used by younger educators; 52.6% female vs. 50% male

22. D. Monett
Reasons for creating LPs
22Prague, Czech Republic, December 4 - 6, 2015
0,0%
20,0%
40,0%
60,0%
80,0%
100,0%
Timelined
structure
Trying teaching
methods
Help with the
lesson flow
Defining clear
goals
Other reasons
Teachers Faculty

23. D. Monett
How long does it take?
23Prague, Czech Republic, December 4 - 6, 2015
56,5%
21,7%
13,0%
4,3% 4,3%
less than 1h
1-2h
3-4h
5-7h
more than 8h
other
Time invested in preparing a teaching unit of 45 minutes’ duration

24. D. Monett
What is documented?
24Prague, Czech Republic, December 4 - 6, 2015
0,0%
20,0%
40,0%
60,0%
80,0%
100,0%
General description
Learning objectives
Activities
Time required
Time used
MediaTechnical resources
Didactic methods
Exercises
Notes
Other
Teachers Faculty

25. D. Monett
Pedagogical terminology
25Prague, Czech Republic, December 4 - 6, 2015
Criteria
Classification
of LOs
known
Classification
of LOs
unknown
Bloom’s
taxonomy
known
Bloom’s
taxonomy
unknown
LP use
used 73.9% 26.1% 30.4% 69.6%
not used 81% 28.6% 33.3% 76.2%
Role
teacher 100% 0% 0% 100%
faculty 60% 40% 40% 60%
Gender
female 73.7% 26.3% 31.6% 68.4%
male 59.1% 40.9% 36.4% 63.6%
Age
40 or younger 66.7% 33.3% 0% 100%
41 or older 64.7% 35.3% 38.2% 61.8%
LO: learning objectiveClassification LO: cognitive, affective, behavioral/psychomotor

26. D. Monett 26Prague, Czech Republic, December 4 - 6, 2015
Conclusions

27. D. Monett
To take away
27Prague, Czech Republic, December 4 - 6, 2015
■ Role of pedagogical knowledge in effective
teaching
■ Survey:
■ 50%+ use LPs explicitly; more females
■ 1/3 participants are CS educators
■ clear learning goals, lesson’s structure
■ software tools needed
■ support pedagogical knowledge needed
CS: Computer Science

28. D. Monett
Topics covered
28Prague, Czech Republic, December 4 - 6, 2015
Word cloud created with Wordle.net

29. D. Monett 29Prague, Czech Republic, December 4 - 6, 2015
Image by nuttakit at FreeDigitalPhotos.net
Lesson planning. A nightmare?
D. Monett

30. dagmar@monettdiaz.com
monettdiaz
Contact: