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
Image by nuttakit at FreeDigitalPhotos.net
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

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
Duration
in minutes
Sandwich
structure
LU: learning unit

Research project

Lesson planning
…in practice: paper-based
Images by artur84 and scottchan at FreeDigitalPhotos.net

Lesson planning
…our goal: computer-aided, adaptive, collaborative
Images by ddpavumba and Stuart Miles at FreeDigitalPhotos.net

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
(01-08/2015)
(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
Image by ddpavumba at FreeDigitalPhotos.net

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
Image by ddpavumba at FreeDigitalPhotos.net

Findings

D. Monett
Reasons for creating LPs
0%
20%
40%
60%
80%
100%
Timelined
structure
Defining
clear goals
Trying
teaching
methods
Help with the
lesson flow
Other
reasons
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%
Timelined
structure
Trying teaching
methods
Help with the
lesson flow
Defining clear
goals
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
Criteria
Classification
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
Word cloud created with Wordle.net

Image by nuttakit at FreeDigitalPhotos.net
Lesson planning. A nightmare?
D. Monett

dagmar@monettdiaz.com
monettdiaz
Contact:

Evolving Lesson Plans to Assist Educators: From Paper-Based to Adaptive Lesson Planning

Evolving Lesson Plans to Assist Educators: From Paper-Based to Adaptive Lesson Planning

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