Objectives for this presentation & for CEE Summer Series

Following this workshop, participants should be able to:

1. explain the HLC standard for clock hours and how we are

working to meet the standard.

2. utilize research on content retention and attention span

to improve lessons.

3. utilize various strategies for lesson planning and

effective content delivery including chunking, wait time,

how the brain processes information, and differentiated

instruction.

4. create effective lesson plans.

Higher Learning CommissionStandard for Clock Hours

For every credit hour:

1 hour of classroom or direct faculty instruction

and

a minimum of 2 hours of out-of-class student work

each week

5 Credit Hours X 10 Weeks = 50 hours of classroom instruction

3 Credit Hours X 10 Weeks = 30 hours of classroom instruction

Clock HoursCreditHours

Average # of Meetings

Minutes Each

Total Minutes Total Hours Difference % Increase

5 50 45 2250 37.5

5 30 90 2700 45 +7.5 hours 20%

3 25 45 1125 18.75

3 20 90 1800 30 +11.25 hours 60%

This information shows the need to not only rearrange our lesson plans

to fit a 90-minute class meeting ---

but it also shows the need for us to add more depth and breadth to our lesson plans.

Lesson Planning for the 90-Minute Class

Retention Research(Percentages reflect average learning retention

(National Training Laboratories, Bethel, Maine)

When students are in these various

learning situations, their content

retention is impacted.

Keep in mind that most untrained

people listen at a 25% efficiency rate.

This means that students are only

listening to about 25% of what you are

saying if you are simply lecturing (talking)

at them.

If they retain only 5% of that 25% --- they

are missing so much!

Attention Span Research• Settling-In Period

• 1-3 minutes observed versus 30 seconds self-reported

• Lecture• 10-18 minutes observed versus 4-5 and 7-10 minutes self-reported

• Later in the Lecture• 3-4 minutes observed versus 2 minutes self-reported

Relationship between attention and active learning –most commonly used were demonstrations and questions.(Both DURING and AFTER these strategies.)

http://www.opencolleges.edu.au/informed/features/30-tricks-for-capturing-students-attention/

Chunking Strategies

• New Material

• Transition to reinforcement activity

• Transition to formative assessment or

“knowledge check”

• New Material – but connect to previous

material as needed

• Wash and Repeat

Transition periods RESET the attention span!

Wait Time

Most teachers wait only

9/10 of a second

Before answering thequestion or interruptingstudent thought!

Increase to 5 seconds,

and you’ll see benefits!

Wait TimeWhen wait time is increased to just 5 seconds:

• The length of student responses increases 400 to 800 percent.

• The number of unsolicited but appropriate responses increases.

• Failure to respond decreases.

• Student confidence increases.

• Students ask more questions.

• Student achievement increases significantly.Information from Teacher Vision - https://www.teachervision.com/teaching-methods/new-teacher/48446.html

What’s going on in the head of the student???

They have to 1) hear the question,

2) process what the question is asking,

3) consider answers and choose one they feel is correct,

4) have time to decide to raise their hand!

We need to give them quiet time to process.

Time to PercolateEven when you transition to a new

topic – the brain is still processing!

Work time in to allow that to happen.

You can work in a variety of strategies to allow this time:

• Ask questions

• Partner pair-share

• Reinforcement activities

• Self-checks or self-reflection

• Move from a cognitive task to a manual/tactile task.

Have you every had an aha-moment when you

suddenly thought of an answer to an earlier

question?

Your brain was PERCOLATING!

Variety is the spice of teaching!

AUDITORY

VISUAL

TACTILE

Differentiated

Instruction

~ Student

ChoiceThe old notion was that we each had one dominant learning style. More recent

research explained that we all benefit from a variety of learning styles.

Differentiated instruction is when you teach concepts using a variety of

modalities. This allows students to choose how they learn concepts best or most

comfortably.

Lesson Plan Samples• Gagne

• Hunter

• Direct Instruction

• Problem-Based Learning

• Active LearningLesson Plan is a generic term or label --- There are people

(Gagne and Hunter) who have made some lesson

planning methods more commonly used. But there are

also lesson plans specific to the type of teaching

strategies you hope to employ.

Let’s look at samples!

90-Minute Class

TIME ACTIVITY

10 min Greeting, Announcements, Objectives

25 min Teacher-Directed Whole Class Instruction (mini lesson)

30 min Student-Centered/Teacher Assisted Activity

15 min Whole Group Discussion – Debrief

10 min Formative Assessment, Homework Assignment, Closure

90-Minute Class

TIME ACTIVITY

10 min Review, Objectives, Warm-Up

15 min Lecture – Facts Review

25 min Small Group Work

25 min Small Group Presentation

10 min Formative Assessment, Homework Assignment, Closure

90-Minute Class

TIME ACTIVITY

10 min Greeting, Announcements, Objectives

20 min Teacher-Directed Whole Class Instruction (mini lesson)

10 min Whole Group Discussion – Formative Assessment

30 min Learning Stations

10 min Debrief from Learning Stations

10 min Formative Assessment, Homework Assignment, Closure

Gagne – Hunter – Direct Instruction Samples

Lesson Planning

Samples are available

on the

CEE Website

on the

Lesson Planning page.

http://cee.unoh.edu

What is your game plan for the lesson plan?

Enjoying success requires the ability to adapt.

Only by being open to change will you have

a true opportunity to get the most from your

talent.

~ Nolan Ryan