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Managing Learning Environments 1 Goal: To learn how to design effective lessons. 2 Objectives: 1. Identify three basic components of a lesson and explain how they are related to each other. 2. Write a properly-stated objective. 3. Identify a variety of activities that can be used to accomplish learning objectives. 4. Describe assessment and its importance in learning. 5. Construct a basic lesson plan. 6. Describe the purpose of a grading rubric and 3 how it can be constructed. Objectives: 1. Identify three basic components of a lesson and explain how they are related to each other. 2. Write a properly-stated objective. 3. Identify a variety of activities that can be used to accomplish learning objectives. 4. Describe assessment and its importance in learning. 5. Construct a basic lesson plan. 6. Describe the purpose of a grading rubric and 4 how it can be constructed. The Lesson Planning Process Objectives Activities Include practice with feedback Assessment 5 Objectives: 1. Identify three basic components of a lesson and explain how they are related to each other. 2. Write a properly-stated objective. 3. Identify a variety of activities that can be used to accomplish learning objectives. 4. Describe assessment and its importance in learning. 5. Construct a basic lesson plan. 6. Describe the purpose of a grading rubric and 6 how it can be constructed. Objectives Sample Objective: After completing this lesson, the student will be able to describe all six trigonometric functions. Behavior: “describe” Degree: “six” 7 Goals Broad Verbs Difficult to Measure Objectives Specific Verbs Easier to Measure 8 Sample Goals First-year experience course 1. Students will be able to approach problems in a systematic way. 2. Students will be able to know how to use computer tools for engineering tasks. 9 First-Year Experience Course Goal 1: Students will be able to approach problems in a systematic way. Objectives: Students will be able to: 1. Describe the six steps comprising the problem solving method. 2. Apply the problem solving method to a specific problem. 10 First-Year Experience Course Goal 2: Students will be able to know how to use computer tools for engineering tasks. Objectives: Students will be able to: 1. Solve fundamental engineering problems using computer tools. 2. Perform basic file management tasks using an appropriate computer tool. 11 Write a Learning Objective • Develop one learning objective • Identify (1) Behavior (2) Degree • Common used verbs Arrange in order, Build, Classify, Compare, Construct, Contrast, Define, Demonstrate, Describe, Diagram, Differentiate, Distinguish between, Draw, Explain, Identify, Label, List, Make, Match, Select, Solve, State, Tell how to, Translate, Recite, Repair, Write 12 Lesson Planning Form LESSON PLANNING FORM Name: _______________________________________________ Department: ______________ Topic/Lesson: _______________________________________________________________________________ _______________________________________________________________________________ Learning Objective (This refers to what students will be able to do as a result of the lesson): _______________________________________________________________________________ _______________________________________________________________________________ Learning Activities (This refers to activities you plan to do as part of your 7-minute lesson): 1. ___________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 2. ___________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 13 Objectives: 1. Identify three basic components of a lesson and explain how they are related to each other. 2. Write a properly-stated objective. 3. Identify a variety of activities that can be used to accomplish learning objectives. 4. Describe assessment and its importance in learning. 5. Construct a basic lesson plan. 6. Describe the purpose of a grading rubric and 14 how it can be constructed. Guidelines for Selecting Instructional Activities 1. Potential to help students master the stated objectives. 2. Actively involve students in learning and practicing the behaviors stated in the objectives. 15 Objectives: 1. Identify three basic components of a lesson and explain how they are related to each other. 2. Write a properly-stated objective. 3. Identify a variety of activities that can be used to accomplish learning objectives. 4. Describe assessment and its importance in learning. 5. Construct a basic lesson plan. 6. Describe the purpose of a grading rubric and 16 how it can be constructed. Assessment • How will I know if students have achieved the learning objectives of a particular lesson or an entire course? • What am I willing to accept as evidence that students have achieved the objectives? 17 Selecting Activities and Assessment Methods • Based on the objective you developed earlier, select the following: – One or more activities aimed at accomplishing the objective – Methods for assessing the objective 18 Objectives: 1. Identify three basic components of a lesson and explain how they are related to each other. 2. Write a properly-stated objective. 3. Identify a variety of activities that can be used to accomplish learning objectives. 4. Describe assessment and its importance in learning. 5. Construct a basic lesson plan. 6. Describe the purpose of a grading rubric and how it can be constructed. 19 Lesson Plan • Learning Objectives • Learning Activities • Organization Introduction Body Closure How will you get the students’ attention? What are the main points? How will you summarize or conclude the lesson? • Assessment 20 Micro-Teaching • 7-minute lesson • Videotaped • CIE feedback Micro-Teaching sessions will be held this Fall. Please go to www.cie.purdue.edu for more information. 21 Objectives: 1. Identify three basic components of a lesson and explain how they are related to each other. 2. Write a properly-stated objective. 3. Identify a variety of activities that can be used to accomplish learning objectives. 4. Describe assessment and its importance in learning. 5. Construct a basic lesson plan. 6. Describe the purpose of a grading rubric and how it can be constructed. 22 Criteria 1-point Needs Improvement There is a great deal of information that is not clearly connected to the thesis. Content and No apparent transitions. Organization Organization has little logical order. The point of the presentation is not entirely clear. Audiovisual Media Contributions of Individuals Speaking Skills Levels of Achievement 2-points Adequate Sufficient information that relates to thesis. Lacks detail and depth in places. Some transitions are abrupt and leave questions about how some ideas are related. Little or no audiovisual media used or not used effectively. Media used detracts from the thesis. One or two members dominate. Some members seem ill-prepared or not informed. Some mumbling or inarticulate talk. 3-points Meets Expectations Significant research-based information clearly related to thesis. Examples all support thesis. Presentation is well organized. Media supports the topics but does not enhance the presentation. Media not particularly well connected to the thesis. Unique use of media. Media adds to or develops thesis. Use of media is varied and appropriate. Media enhances the presentation. Each member is equally involved in the presentation and is well informed about the topic. Poised, clear articulation. Suitable volume. Good posture, enthusiasm, and confidence noted. Most members are actively involved and informed about the topic. Clear articulation. Volume needs adjustment. Enthusiasm not evident. 23 Rubric Activity Directions for Assignment: • Students were required to solve Problem 5.1 from their textbook. The students needed to show all their work stepby-step and comply with the problem solving method guidelines described in class by the professor and the textbook. Below is a solution submitted by Student A. Since you have 60 of these problems to grade, you have decided to develop a rubric to make the grading process both more consistent and easier for yourself. Develop your rubric based on the solution, and then apply it to Student A’s solution. 24 Create a Rubric Criteria Levels of Achievement (Points) 1. 2. 3. The assignment is worth 100 points. 25 Before We Conclude • Complete Post-Survey items 12-17 26