1. Lesson Design: Preparing for a Class Period
Cynthia Hall
With material from Heather Macdonald, Rachel Beane, Josh Galster, and David McConnell
2:22 This photos is from the prospective of professor….
We’ll build on this morning’s session, with a focus on a single lesson. For most of the session, we will guide you through planning a lesson with the other members at your table.
Elements of lesson design
Lesson planning activity
Framework for review

2. What did your favorite teachers include in their lessons that helped you learn?
2:23
K-12 or College
Think pair share
Some of these can be planned into classes
Question you might have is how do you know if your class will work? Teaching is similar to research. You won’t know for sure until you run the experiment. However, there are key elements of lesson design that when followed will improve the probability.
Transition to next slide - an approach that can help you be an effective teacher

3. One Approach to Lesson Design
Student Activity
Promotes learning
Peer interaction
Time needed?
Frame the lesson
Importance
Prior knowledge
Goals
Assessment
Learning goals met?
importance: must always consider the audience. What will your students care about. Is there a example or story they can relate to which you can use to “hook” them?
practice: make sure time is not exceeded. Good idea to partition class time into “chunks”.
Student Reflection
Opportunity to think about their learning
Organize Lesson
Outline & review lesson
Prepare slides & materials
Practice

4. 1. Start your planning Importance: Why should students care?
Prior knowledge: What knowledge do students bring to this lesson (from this course and from other experiences)?
Goals: What should students know/be able to do by the end of the lesson?
2:33 10’ Write for 3-4 minutes on these question re the Importance of the topic, prior knowledge, and lesson goals, then share with others at table(same topic).
Prior knowledge might build on they have learned previously in the course or from life experiences
Goals: similar to course goals of this morning, but more focused so can be achieved in a single class period
Wait couple minutes then switch to next slide (goal verbs)
Write 1-3 goals on paper

5. Example verbs for writing lesson goals (Students will be able to…)
Cognitive Dimension (version of Bloom’s Taxonomy)
Knowledge Dimension
Remember
Understand
Apply
Analyze
Evaluate
Create
Facts
list
paraphrase
classify
outline
rank
categorize
Concepts
recall
explain
demon-strate
contrast
criticize
modify
Processes
estimate
produce
diagram
defend
design
Procedures
reproduce
give an example
relate
identify
critique
plan
Principles
state
convert
solve
differentiate
conclude
revise
Metacognitive
use
interpret
discover
infer
predict
actualize
Table from using Clark & Chopeta (2004) and Clark & Mayer (2007).

6. 2. Continue your planning
What activities will be in your lesson?
How will you assess student learning?
2:45 15’ Consider your planning
At a table consider activities that you might use to achieve your goals.
Activities and formative assessment in tandem.
Examples of interactive activities on posters around room (don’t need to show next slide)
Write 1-3 activities on your paper
(If time permits solicit activities to share with whole room.)

7. Examples of Interactive Activities
Project
Gallery Walk
Think-pair-share
Lecture Tutorial
Debate
Jigsaw
Concept Map
Discussion
ConcepTest (group) …
On posters used during morning Course Design Session and up during afternoon
Gallery Walk introducing REE in 30 person, non-majors course.
Photo by Kevin Travers, Bowdoin College.

8. 3. Outline your lesson Beginning – “Hook”
Middle – interactive activity
End – students discuss/synthesize/reflect
3:10 Outline your lesson on the paper. This is not a detailed description of each part – just an outline (5’)
“Hook”: connect to what they know, set the stage for the lesson
Can have other plans…

9. 4. Review your lesson plan
Will students/learners…
see a clear framework?
use & be assessed on prior knowledge?
investigate/explore science through an activity?
interact with each other?
reflect on their learning?
be listened to and responded to?
3:15 10’ slides 11 and 12 (consider for lesson that was planned in this session; if not how might you adjust?)
Some questions to consider after the initial lesson plan is drafted.
Mention RTOP

10. Review your lesson plan
Is the framework clear to students?
(Question of day, outline, learning outcomes, concept map …)
Does the lesson use/assess prior knowledge?
(brainstorm, everyday experiences, ConcepTest, previous lessons …)
Is there an activity that allows students to explore or investigate?
(predict, hypothesize, assess, represent/interpret data…)
Will students Interact with each other about course content?
(Think-pair-share, gallery walk, jigsaw …)
Are students asked to reflect on their learning?
(minute paper, concept map, how do you know? …)
Will you have an opportunity to listen & respond?
(question-response, listening to discussions, ConceptTests …)

11. Class Prep as the Blob
Class prep will expand to fill whatever time you allow it: one more image, one more example…
Limit prep to a set time.
Try not to over-prepare: have confidence!
Allows for creative class discussions and unexpected directions
Including interactive exercises easier than lecturing
Powerpoint is not always your friend

12. Sample lecture notes on surface runoff
Runoff vs. infiltration over time curves: when does runoff happen?
Infiltration rates constant?
Runoff
Infiltration
Throughflow
Baseflow
Factors affecting permeability
AMC
Time since last rainfall, Frozen ground, Clays, Vegetation, Fires, Slope, Hydrophilic substances (fire, clays)
Sheetwash/overland flow
Rills
Channelized flow
Erosion: movement of material
Bed Shear stress depends on depth and slope
t = rghS
Positive feedback cycle of channel development
Discharge: volume per time
Different ways to measure discharge
A x V = Q
Velocity profile (0.6 * d)
Smaller and smaller boxes
Hydrograph: depth or discharge over time
Basic hydrograph and rain
Lag time, Precip
Baseflow
Rising limb
Falling limb
Groundwater recession (linear portion of hydrograph)
Effect of land use change
Baseflow and peakflow

13. 5’ Paper: Reflecting on Lesson Design
What is the most important concept that you learned?
What aspect of this session was most helpful for your learning?
How will you approach planning for your next class?
3:25 5’
Minute paper
Notecards
End of class reflections are something that I ask students in my classes to do for some lessons. Just like those, we will collect the note cards, read them tonight, and summarize in the morning.
3:30 session ends