1. Dr. Judith Levings Iowa State University
Lesson Planning 101
Dr. Judith Levings
Iowa State University

3. Plant Breeding Education in Africa
Professional Learning Community Website

4. Think about the teacher that helped you learn the most.
What Did this Teacher Do that made them effective?

5. If you fail to plan you plan to fail.
Effective teachers
Plan
Organized
Focus on student learning
Align their objectives, methods and assessments
Create opportunities for student to transfer concepts learned to new situations
Fair-Approachable
Help students learn the right things
If you fail to plan you plan to fail.

6. Lesson Planning 101 1 2 3 4 5 Review the importance of lesson planning
Practice developing an objective 2
Create an assessment strategy 3
Choose a delivery method 4
Design a lesson plan 5
Lesson Planning 101

7. What is lesson planning?

8. Lesson Planning – Components of a Lesson Plan
Objectives – What are we going to teach?
Delivery Methods – How are we going to teach it?
Assessment – How will we know learning has taken place?
Lesson Planning – Components of a Lesson Plan

9. Lesson Planning: Objectives
A-B-C-D Model
A=Audience B=Behavior C=Condition D=Degree
Photo from

10. Audience Intended learner MSc Plant Breeding Students Undergraduates
Farmers
This Photo by Unknown Author is licensed under CC BY-NC-ND
This Photo by Unknown Author is licensed under CC BY-NC-ND

11. Behavior What will students be able to do by the end of the lesson?
Bloom’s Taxonomy
describes and classifies
Examples:
Label lesson plan components
Write a report
Develop a breeding plan
This Photo by Unknown Author is licensed under CC BY-ND

12. Condition Resource, equipment, tools, Environment Examples:
Given plant samples
Given the following
environment
This Photo by Unknown Author is licensed under CC BY-SA

13. Degree Acceptable level of performance Examples: 9 out of 10 times
Without error
Within 60 seconds

14. Learning Objectives
Is this objective observable and measurable?
Given a learning objective, faculty will identify the learning objective components without error.
A = Faculty
B= Identify learning objective components
C= Given a learning objective
D= Without error

15. Learning Objectives

16. Bloom’s Taxonomy Action Verbs
Currently, where are most of your objectives falling?

17. Learning Objectives
Crop Improvement students will demonstrate pedigree writing with 100% accuracy when given the Pedigree Naming Systems and Symbols PBEA Module.

18. Learning Objectives A. Crop Improvement students
B: demonstrate pedigree writing
C: given the pedigree naming systems and symbols PBEA Module
D: 90% accuracy
Crop Improvement students will demonstrate pedigree writing with 90% accuracy when given the Pedigree Naming Systems and Symbols PBEA Module.

19. Let’s Practice- Objectives for your Lesson
Write learning objectives for your lesson
Include the ABCD components
Pair-Share with members at your table
Give each other feedback.
Be prepared to share.

20. Lesson Plan Template
Enter your objective on the template.

21. Lesson Planning – Components of a Lesson Plan
Writing objectives – What are we going to teach?
Delivery Methods – How are we going to teach it?
Assessment – How will we know learning has taken place?
Lesson Planning – Components of a Lesson Plan

22. Lesson Planning: Determine Acceptable Evidence
What kind of task will reveal if students achieved the learning objective? Aligned with objectives and learning activities.

23. Lesson Planning: Assessment
Formative
Summative
Designed to evaluate student learning at the end of a unit
Examples:
Final Exams
Portfolios
Standardized Tests
Final projects, presentations, and papers
Designed to give ongoing feedback to the
instructor about student progress
Examples:
Written reflections
Polls/surveys
Quizzes
ALA/Case Studies

24. Identify Results and learning Goals
Start with the end in mind
At the end of this course OR degree program, students will be able to….
Remember – retrieve knowledge from long term memory
Understand – construct meaning
Apply – perform a task using knowledge
Analyze – differentiate, organize, and attribute knowledge
Evaluate – Judge and critique knowledge
Create – generate and produce new knowledge

25. Objective
Assessment
Explain a consequence of poor or no lesson planning.
Apply the ABCD method of lesson planning.
Identify lesson planning components.
Identify 5 local birds.
Develop a brochure on the pros/cons/consequences of lesson planning.
Create a lesson plan that could be used by another colleague teaching your class.
Answer 5 multiple choice questions about lesson planning.
Identify the 5 birds from a set of slides on a quiz.

26. Let’s Practice Using the objective you have already wrote:
Write down what task you would have students do that would reveal to you if they can do it?
Pair/Share for feedback
Make changes and add to your Lesson Plan Template

27. Lesson Planning – Components of a Lesson Plan
Writing objectives – What are we going to teach?
Delivery Methods – How are we going to teach it?
Assessment – How will we know learning has taken place?
Lesson Planning – Components of a Lesson Plan

28. Lesson Planning: Learning Methods
Domains of Learning

29. Cognitive Domain Cognitive Domain = Knowledge and Experience
Delivery Methods
Lecture
Discussion
Case Studies
Demonstrations, ALAs
Photo from

30. Psychomotor Domain Manual or physical skills – Also known as SKILLS
Require practice, measured in terms of speed, precision, distance, procedures, techniques
Delivery Methods
Data Recording (Excel documentation)
Pipetting
Practice
Labs
Exercises
This Photo by Unknown Author is licensed under CC BY

31. Affective Domain
Affective Domain = Growth in emotions, feelings, or values
Delivery Methods
Questioning
Communicating
Mentoring
Gain Trust
What does this say about how well
students will learn if their needs
are not met?
Photo from
Maslow’s Hierarchy of Needs

32. Lesson Planning: Delivery Methods
Lecture
Labs
Field Trips
Asking Questions
Applied Learning Activities
Exercises
Think-Pair-Share
Scenarios
Drill down – ask why? 5 times
Kipling Questions – 5W and how?
On page 14.
Write down what methods you would use for each Domain

33. Best methods should… Be of immediate, practical use
How does it apply to me and my course, degree program, career?
Improve Motivation
How will this impact me?; actual barriers might not be known to individual; relationships
Be intrinsic based
Be learner-centered

34. Let’s Practice: Delivery Methods
Assignment: Choose an engaging delivery method that fits with your objective and assessment
Description: Using what you know of the domains of learning, select the most effective teaching strategy to teach your lesson plan.
Pair-Share. Share for feedback.. Look for consensus.
Questions:
Which domain(s) are you selecting to deliver the content?
Which teaching strategy do you feel the most effective? Why?
Does your delivery method fit within your objectives?

35. How will lesson planning help you become the teacher that students learn the most from?

36. Reflection Session
How can this be used? In your classroom? In mentoring new colleagues?

37. References www.mdfaconline.org/presentations/ABCDmodel.doc
practices/revised-blooms-taxonomy

38. Top Ten Ways to Improve Lectures
In this workshop we will review
Dr. Judith Levings
Coordinator PBEA-PLC
March 13, 2019

39. Objective Participants should be able to:
Recall 10 ways to improve your lectures (for student learning)
Practice including a lecture break-up method in a lesson plan
Practice writing a good question in your field

40. How many of you use lectures as your primary method of teaching?

41. Why do we lecture?
Lecturing is the primary teaching technique used by many University faculty.  For centuries professors had to lecture, because of the lack of books and resources.  Today there is much more access to information on all topics, and even so lectures still predominate as the go-to teaching method at Universities.  
Some reasons:
Tradition
 Efficiency because it is assumed that creating a lecture is less time intensive than creating a lesson plan using a variety of other methods, and if more students are admitted into the class there is less time/resources needed to add them. 
School infrastructure because Universities throughout the decades have invested in creating classrooms that are best used to deliver lectures (unmovable seats all directed toward the front, etc.) and it is difficult for faculty to work around this

42. Benefits & Downfall of Lectures
Benefits: transmitting information (reading, videos, etc.)
Less effective for:
promoting thought Better: case studies, simulations
changing attitudes, values & Better: discussion
perspectives
inspiring interest Better: interactive peer activities
teaching behavioral skills Better: hands-on, repetition
Lectures are Effective
as effective as other methods for transmitting information (video, reading, independent study- note that these are also just as effective as lecturing).
Lectures aren’t as effective for promoting thought as discussion.
Lectures are ineffective for changing attitudes, values, and perspectives or for inspiring interest in a subject.
Lectures are ineffective for teaching behavioral skills.
Lectures made available in a recorded format increases learning effectiveness, as it allows for greater time on task with students who review or repeat views/listening to the lecture.
Lectures are more effective if the video or audio is chunked into smaller segments and if activities are built in to allow students to interact with the information.  
Lectures may be more effective if they only last minutes and are combined with active learning techniques to help students to understand, analyze, apply and commit information into long-term memory.

43. The Ferris Bueller Classroom
What are signs your students are not engaged in your lecture?

44. How can we make our lectures more impactful on student learning?

45. NUMBER 1 THING?
Break-up lectures every minutes by using active learning or interactive activities

46. Breaking Up Lectures Focus
Helps students:
Focus
Understand errors in thinking (misconceptions)
Improve understanding by using the concepts or skills immediately
Build neural connections for better recall and transfer to novel settings
Build Trust
Increase motivation
Source: Freeman, S. Eddy, S., McDonough, M., Smith, M., Okorafor, N. Jordt, H. & Wenderoth, M.  (2014).  Active learning increases student performance in science, engineering, and mathematics.  Proceedings of the National Academy of Sciences of the USA.

47. Break-Up Lectures with:
Good Questions
Doing an activity
Working a problem
Note checks
Playing a game

48. Six Break-up Methods/Activities
Playing Cards: Decide how many groups you want and what size. For example, if you would like to have 5 groups of 5 and you wanted to randomly put them into groups then get 5 Kings, 5 Aces, 5 2‟s, 5 Jacks, and 5 Queens (of course you will need more than one deck of cards) and shuffle them up. Deal out a deck of cards. Divide into two groups (red or Black), four groups (suits), three groups (face cards,odds, evens) or more. Pass them out and match up the five who get the kings, Queens, etc.

49. Think-Pair-Shares
Professor: Pose a question which requires analysis, evaluation, creation. Each student thinks or writes on this question for a minute, then turns to the person next to him to compare ideas. Then the pairs share their ideas with some larger group (pairs of pairs, table, or the whole group). Defend or refute the statement: Teaching a skill is easier than teaching a concept.

50. Exam Questions
Professor: Alone, or in pairs, or groups of three have students write an exam question about the material just covered in class (they should follow the format of your actual exam- essay, multiple choice, etc.)
After a brief time for discussion, you select at least 4 groups to report their question to the whole class. Write these on the board and ask other students to critique them (give them the criteria- Blooms Taxonomy!). You can collect all questions and use the best one on the exam!
Write an exam question over the material presented today.

51. Press Conference
Professor: Ask students alone or in pairs, to generate press- conference style questions on the content just presented. Students will ask the questions to you or a panel of students who had been assigned to prepare on the topic. (Who, What, When, Where, Why and How are press conference style questions). Then hold a press conference with another pair!

52. Minute Papers
Professor: At the end of a class or section of material, ask your students to write for one or three minutes.
Provide a question such as “What was the most important point of today’s class or “What one question do you still have about this material?” This should give you important feedback about the student’s comprehension and a useful starting point for the class.

53. Games

54. Most common way to Break-up Lectures

55. Planning Lecture Questions
to focus attention on lecture concepts, stimulate a reason to be engaged, to motivate.
to practice using the information
to summarize, elaborate, extend the concept or hint at the next class session
Beginning: Stimulate Engagement
Middle: Content rehearsal
End: Summarize or elaborate

56. What can Good Questions Do?
Involve students in lesson
Increase motivation
Evaluate student’s preparation
Check on work completion
Develop critical thinking skills
Nurture insights
Identify students' level of understanding
Assess achievement of objectives
Stimulate independent learning

57. What makes for good questions?
Covers the course objectives
Stimulates recall, understanding, application, analysis, evaluation or creativity
Mix of Higher & Lower Questions
Attention to closed and open Questions

58. Task:
In 5 minutes or less write three questions using your lesson plan objectives that:
Question 1: stimulates engagement
Question 2: assesses student understanding
Question 3: summarizes, elaborates, or extends the concept or hints at the next class session

59. Task 2- Re-write
Now take a look at your questions. Determine the current Bloom’s Taxonomy stage. Rewrite each question to be:
Open-ended higher-level question.

60. What will work for you?

61. Lecture Break-up Strategies
Lecture Plan
Lecture Break-up Strategies
Think-Pair-Shares
Mini papers
Exam Questions
Press Questions
5. Exercises
6. ALAs
7. Other
Lecture Outcomes/Objectives
2. Procedure
Stimulate Engagement Question
Content Rehearsal Questions
Summary Questions
3. Assessment

62. Responding to Questions
Asking Questions
Responding to Questions
One question at a time (don’t nest).
Wait-time (5 seconds)
Don’t interrupt
Show interest (smile)
Mix-up who responds
Allow students to build on others knowledge
If incorrect- follow-up with another question
Check indiscriminate praise
Be available to answer questions- or after class, during office hours.
Change up room arrangement to increase response.

64. The Top Ten Ways Improve Lectures
1.Plan your Lecture
2. Break them up.
3. Plan for and Ask Good Questions
4.Use an Active Learning Technique
5. Create a trusting environment
6.Use Wait Time
7. Change up your classroom arrangement
8. Mix up who you call on
9. Ask one question at a Time
10. Specific praise

65. Tomorrow-
How will you use this in your lesson plans? What is the value of writing down questions?