Managing Learning
Environments
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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
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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”
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Goals
Broad Verbs
Difficult to Measure
Objectives
Specific Verbs
Easier to Measure
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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.
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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.
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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.
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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
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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. ___________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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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
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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.
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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
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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?
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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
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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.
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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
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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.
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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.
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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.



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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.
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Create a Rubric
Criteria
Levels of Achievement (Points)
1.
2.
3.
The assignment is worth 100 points.
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Before We Conclude
• Complete Post-Survey items 12-17
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