evolving lesson plans to assist educators: from paper-based to adaptive lesson planning

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

D. Monett 2Prague, Czech Republic, December 4 - 6, 2015

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Lesson planning. A nightmare?

D. Monett

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


Theoretical

background


Teaching

“a complicated practice that requires an

interweaving of many kinds of specialized

knowledge” from different domains

D. Monett

TPACK Framework


Reproduced with permission of the publisher

© 2012 by tpack.org


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


Pedagogical knowledge

“[T]hose broad principles and strategies of

classroom management and organization”


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


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

https://www.youtube.com/watch?v=c-Nsj6VsNJ4


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

Durationin minutes

Sandwichstructure

LU: learning unit


Research project


Lesson planning

…in practice: paper-based

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Lesson planning

…our goal: computer-aided, adaptive, collaborative

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D. Monett

Project phases


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

(01-0

8/2

015)

(08/2015- )

LP: lesson plan


Survey

D. Monett

Methodology


■ 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

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D. Monett

Demographics


■ 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

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Findings

D. Monett

Reasons for creating LPs


0%

20%

40%

60%

80%

100%

Timelinedstructure

Definingclear goals

Tryingteachingmethods

Help with thelesson flow

Otherreasons

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

D. Monett

Reasons for creating LPs


0,0%

20,0%

40,0%

60,0%

80,0%

100,0%

Timelinedstructure

Trying teachingmethods

Help with thelesson flow

Defining cleargoals

Other reasons

Teachers Faculty

D. Monett

How long does it take?


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

D. Monett

What is documented?


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

D. Monett

Pedagogical terminology


CriteriaClassification

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


Conclusions

D. Monett

To take away


■ 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

D. Monett

Topics covered


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Lesson planning. A nightmare?

D. Monett

[email protected]

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