2. Key Ideas
Lesson Planning Value
Lesson Planning Process
– Madelyn Hunter’s 8 Steps
– Hook, Book, Look, Took
– Interactive Learning

3. Warm Up Question
Post(it) Your Values
What do you know about
LESSON PLANS?
(Write notes or draw a picture on your
giant post-it note – be prepared to
share)
1. What is the point?
2. Why are does Herzing
require it?
3. What goes into an
effective lesson plan?
(Or, what will make you look
good?)

4. Blooms Taxonomy
Old vs. New

5. Remembering
The learner is able to recall, restate and
remember learned information
– Describing
– Finding
– Identifying
– Listing
–Retrieving
–Naming
–Locating
–Recognizing
Can students recall information?

6. Remembering
What happened after...?
How many...?
What is...?
Who was it that...?
Name ...
Find the definition of…
Describe what happened after…
Who spoke to...?
Which is true or false...?
(Pohl, 2000)

7. Understanding
Student grasps meaning of information
by interpreting and translating
what has been learned
–Classifying
–Comparing
–Exemplifying
–Explaining
–Inferring
–Interpreting
–Paraphrasing
–Summarizing
Can students explain ideas or concepts?

8. Understanding
(Pohl, 2000)
Explain why…
Write in your own words…
How would you explain…?
Write a brief outline...
What do you think could have happened next...?
Who do you think...?
What was the main idea...?
Clarify…
Illustrate…

9. Applying
Student makes use of information in a
context different from the one in which it
was learned
– Implementing
– Carrying out
–Using
–Executing
Can students use the information in
another familiar situation?
c =

10. Applying
(Pohl, 2000)
Explain another instance where…
Group by characteristics such as…
Which factors would you change if…?
What questions would you ask of…?
From the information given, develop a set of
instructions about…

11. Analyzing
Student breaks learned information into
its parts to best understand that information
–Attributing
–Comparing
–Deconstructing
–Finding
–Integrating
–Organizing
–Outlining
–Structuring
Can students break information into parts to
explore understandings and relationships?

12. Analyzing
(Pohl, 2000)
Which events could not have happened?
If. ..happened, what might the ending have been?
How is...similar to...?
What do you see as other possible outcomes?
Why did...changes occur?
Explain what must have happened when...
What are some or the problems of...?
Distinguish between...
What were some of the motives behind..?
What was the turning point?
What was the problem with...?

13. Evaluating
Student makes decisions based on in-
depth reflection, criticism and assessment
–Checking
–Critiquing
–Detecting
–Experimenting
–Hypothesising
–Judging
–Monitoring
–Testing
Can students justify a decision or
a course of action?

14. Evaluating
(Pohl, 2000)
Judge the value of... What do you think about...?
Defend your position about...
Do you think...is a good or bad thing?
How would you have handled...?
What changes to… would you recommend?
Do you believe...? How would you feel if...?
How effective are...?
What are the consequences...?
What influence will....have on our lives?
What are the pros and cons of....?
Why is....of value?
What are the alternatives?
Who will gain & who will loose?

15. Creating
Student creates new ideas and information
using what previously has been learned
–Constructing
–Designing
–Devising
–Inventing
–Making
–Planning
–Producing
Can students generate new products,
ideas, or ways of viewing things?

16. Creating
(Pohl, 2000)
Design a...to...
Devise a possible solution to...
If you had access to all resources, how would
you deal with...?
Devise your own way to...
What would happen if ...?
How many ways can you...?
Create new and unusual uses for...
Develop a proposal which would...

17. What Does
Bloom’s Taxonomy Look Like?

19. Lesson
Planning
is the Map

20. Madelyn Hunter’s Method
Not this
Madelyn
Hunter

21. Background - Hunter’s Method
Hunter is
known for
her research
on learning
method

22. The greater the structure of a
lesson and the more precise
the directions on what is to be
accomplished, the higher the
achievement rate.
Harry Wong, The First Days of Teaching

23. Stallings, J. (1985). A study of implementation of
Madeline Hunter's Model and its effects on students.
The Journal Of Educational Research, 78(6), 325-337

24. One year study of thirteen teachers in
California’s NAPA Valley School district
Two elementary schools
Three month intervention
257 students with pre-study and post study
scores in math and reading
(Stallings, 1985)
A Study of Implementation of Madeline
Hunter's Model and its Effects on Students.

25. 8 Step plan based on her
philosophies
Objections:
“Direct Instruction”
– Full Scale Mocks
– Modeling- Apprentice
Method
– Socratic Conversations
Alone
Background - Hunter’s Method

26. Prepare the Learner
– Step 1: Review
– Step 2: Anticipatory Set
– Step 3: State Learning Objective(s)
Instruction
– Step 4: Input and Modeling (instruction)
Checking for Understanding
– Step 5: Measure Understanding
– Step 6: Guided Practice
Independent Practice & Closure
– Step 7: Independent Practice
– Step 8: Closure
Hunter’s 8 Step Lesson Plan

27. Prepare the
Learner
Steps 1-3

28. A teacher who is
attempting to teach
without inspiring the pupil
with a desire to learn is
hammering on a cold iron.
Horace Mann

29. Prepare the Learner
Step One and Two: Anticipate and Review
(I like to switch these in application)
• A Warm-Up Activity
(examples to follow)
– Simple question
– Example problem
– Review previous relevant material
• Motivational Activity
– Visual Stimulation: video clip, audio
clip, etc.

30. Warm Up Activity

31. Rationale for
Warm Up Activities
Start of class
Begins Transition
into learning
Reinforces Long
Term Memory
Addresses
Attendance
Issues
Early
Assessment
Or Pre-test

32. Warm Up Activity
Brainstorm (1 of 4 ideas)
Give a topic and ask
learners to think of
anything related to it.
Write the responses for
all to see, or ask a
volunteer to do the
writing.
You can use this to elicit
vocabulary related to
your lesson.

33. Warm Up Activity
Question of the Day (2 of 4 ideas)
Ask 1-2 simple questions and
give learners 5 minutes to write
their answers.
Choose a few people to share
their answers with the group.
If you want to encourage
involvement, let the class know
that you will randomly call on
people to share.
(we did this today)

34. Warm Up Activity
Yesterday (3 of 4 ideas)
Have learners respond to a statement
about yesterday, such as "Yesterday I
learned."
Students can ask follow up questions to
learn more such as, “What good is
that?”“How did you feel?" "What did
find hard or easy?" “How is that useful?"
etc.
Try this with 1-2 different learners each
day in front of the class or in groups as a
ROUNDTABLE. Advance warning is up to
you.

35. Warm Up Activity
Mystery Object/Theme
(4 of 4 ideas)
Bring an unusual item connected to
your lesson plan. One learners are
unlikely to recognize.
Spend time eliciting basic descriptions
and guesses about what it is and how it's used.
If possible, pass the item around.
To encourage observation and inference, don't answer
questions. Write down descriptions and guesses until
someone figures it out or you reveal the mystery.

36. Warm Up Activity
Mystery Object/Theme
(4 of 4 ideas)

37. After a few minutes of guessing
and discussing (usually with some
hints) they discover that it is a
mousetrap.
A "Y" shaped mousetrap lures a mouse into an
open end of the "Y" by means of smelly bait
located at a closed end of the bottom of the
"Y". The "Y" is pivotally supported horizontally
by a stand. As the mouse walks past the pivot
point, a ping pong ball rolls from the opposite
short "Y" tube member and down to the
entrance of the open ended tube member.

38. • Tell students what they will learn
• Tell them how they will be assessed
Prepare the Learner
Step Three: State Learning Objective(s)

39. Start/End Agenda

40. Start/End Agenda
Start/End
of Class
Begins Transition
Into Learning
Reinforces Long
Term Memory
(examples follow)
Increases Student
Satisfaction
Alerts Learner
to Goals

41. Two Ways
Start/End Agendas
Reinforce Long Term Memory
Adds
structure and
associations
Assigns
VALUE!
(O'Donnell & Brown, 2011)

42. Adds
structure and
associations
Assigns
VALUE!

43. Adds
structure and
associations
Assigns
VALUE!

44. Adds
structure and
associations
Assigns
VALUE!

45. Step Four: Instruction
Input
• Summarizing definitions
• Demonstrating basic skills
Modeling
• Demonstrate the
application of concepts
and skills with a “worked-
through” example
• Teacher demonstration

46. Many Learning
Ideas and Methods
Demand Our Attention
How Much We
Cover in Class?
Higher Order Thinking vs.
Teaching Towards a test
How Many Tests
or Quizzes?
Amount of
Lecture?
(Lecturette)
Attendance?
Difficult Topics to Teach?
Diverse Leaners?
Others?

48. Learning Retention = Interactive learning

49. Learning Retention = Interactive learningLearning Retention = Interactive learning

50. Learning Retention = Interactive learningLearning Retention = Interactive learning

51. Learning Retention = Interactive learningLearning Retention = Interactive learning
Interactive Learning is a
Hot Topic in
Education Theory

52. Wallace Library Online / Distance
Learning Services, RIT Marianne
Bhueler 2000
http://wally.rit.edu/information/CUNY2000/sld008.htm

53. Office for Distributed & Distance Learning
http://www.fsu.edu/~ids/fac2002/Edgar%20Dale.htm
•Lower levels of the
cone involve the
student as a
participant.
•Lower levels include
more stimuli and are
richer with regard to
natural feedback.
•Higher levels
compress information
and provide more data
faster for those able to
process it.
•Upper levels of the
cone need more
instructional
support

54. Central Missouri State University
Presentation Title: “How Can Media Managers
Influence Faculty to Use More IT? “
http://library.cmsu.edu/dean/aect99/sld006.htm

55. Central Missouri State University
Presentation Title: “How Can Media Managers
Influence Faculty to Use More IT? “
http://library.cmsu.edu/dean/aect99/sld006.htm

56. http://tlc.ousd.k12.ca.us/tlc/sitetech/agendas/documents_81202/Dale's%20Cone.pdf

57. ACU Adams Center
for Teaching Excellence
http://www.acu.edu/cte/activelearning/whyuseal2.htm

58. • http://ohioline.osu.edu/4h-fact/0018.html
• The Edgar Dale Cone of Experience summarizes how
learners retain information.
• A person remembers 10% of what they read, 20% of
what they heard, 30% of what they seen and 50% of
what is seen and heard.

59. Interactive Learning Methods
6 Simple Activities
• Three-step-interview
• Roundtable
• Structured Problem
Solving
• Think-Pair-Share
• Visible Quiz
• Stand Up and Share
6 Advanced Activities
• Value Line
• Send/Pass a Problem
• Jigsaw
• Paired Annotations
• Team Learning
• Inductive Learning
Groups

60. Three-Step-Interview
1 of 6 Simple Activities
• Ice-breaker for teams or as a way to reinforce important
concepts
• Instructor assigns roles and presents questions or information
that needs to be “found”
– Instruction via discovery
• Work in pairs
Step 1: Student A interviews Student B
Step 2: Student B interviews Student A
Step 3: Dyads from quads, (4 students total) and share
their findings. Ideas can be shared with the class.

61. Three-Step-Interview
Let’s Try It!
Form dyads (groups of two) Find the one
person with a matching card.
2 card meets with a 2 card
5 card meets with a 5 card etc…

62. Three-Step-Interview
Dyad Question
Consider: All of us use lecture. The classrooms that have
given us our best learning have often been lecture heavy.
We also have research showing that lecture alone yields
low returns in knowledge retention.
Question Posed :
What is the reality of needing to lecture? Is lecture
unavoidable? Can lecture be a best practice? Where have you
included other teaching techniques? What teaching techniques
work best for your classroom?
What are the HARD and REAL questions?

63. Three-Step-Interview
Let’s Try It!
Form quads (groups of four) Find the one person
with a matching card.
2 cards meets
5 cards meets etc…

64. Three-Step-Interview
Quad Question
Consider: All of us use lecture. The classrooms that have
given us our best learning have often been lecture heavy.
We also have research showing that lecture alone yields
low returns in knowledge retention.
Question Posed :
What is the reality of needing to lecture? Is lecture
unavoidable? Can lecture be a best practice? Where have you
included other teaching techniques? What teaching techniques
work best for your classroom?
What are the HARD and REAL questions?

65. Three-Step-Interview Applied
Academic Function
Assess reactions to
materials read
Evaluate information
Assess learning from a
previous class
Evaluate homework
Social Function
Engages active listening skills
Energized classroom

66. Interactive Learning
Cooperative Group Activities
Group Selection Strategies
– Number of Participants
– Total Number of Groups
– Group Topics of Focus
– Member Selection Strategies
• Playing Cards
• Numbers/Colors
• Random strategies (common
clothing, school ID
numbers, letters in
names, birthdays)

67. Stand and Stretch
Return to Your
Original Groups

68. Roundtable
2 of 6 Simple Activities
Allows students to
brainstorm, review, or practice a
skill
Materials needed: Paper and
pen/pencil
Students respond to a question or
problem by writing their response
as they express their ideas aloud
to the group
Paper is passed to the left and next
student responds likewise
Process is repeated until all group
members have responded

69. Roundtable Applied
Academic Function
Reinforcing ideas
Discussion starter
Identifies prior knowledge
Practice skills
Recall information
Critical thinking
Social Function
Community and Team building

70. Roundtable Example
Activity
What Bothers You?
This is an exercise that helps students think about problems. The
instructor asks them to simply write down answers to the “what
bothers you?” question, i.e., find problems that require solutions.
This activity leads to a long list of problems that later can be
redefined and solved. An example that I give the students on “what
bothers me” is what I call the “speed bumps problem”. Every
working day I experience at least 14 speed bumps on my way to and
from work, and feel that there is a “problem.”

71. Structured Problem Solving
3 of 6 Simple Activities
Instructor poses a question or
problem to students which requires
higher order thinking skills.
Students discuss the question or
solve the problem in their group
consisting of four members (each
student is designated a number 1-4).
Instructor calls a number (1-4) and
asks that group member to be the
spokesperson to share the group
findings. (Generally 3-6 groups are
asked to share to avoid repetition).

72. Structured Problem Solving
Applied
Academic Function
Created meaning , promotes problem
solving, critical thinking, and decision
making; allows for verbalization of ideas
and application of concepts.
Social Function
Allows students to work cooperatively to
solve problems and to actively listen in a
group setting

73. Structured Problem Solving
Example Activity
Use 6 popsicle sticks to make 4 equilateral
triangles
To teach the dimensional methodology we
use many hands-on activities. For
example, the concept of solving problems
by adding a dimension is illustrated using a
well known problem - use 6 popsicle sticks
to make 4 equilateral triangles.

74. Structured Problem Solving
Example Activity
Use 6 popsicle sticks to
make 4 equilateral
triangles
Students discover that
by looking for a 3-D
solution, the problem
can be easily solved by
constructing a pyramid

75. Think-Pair-Share
4 of 6 Simple Activities
• Instructor poses a question to the class which
usually involves evaluation, analysis, or synthesis
• Students are given a fixed amount of time to think
about the posed question
• Students are then paired up with another student
to discuss their thoughts
• The student pair share their collective thoughts
with the class

76. Think-Pair-Share Applied
Academic Function
Generates hypothesis, inductive and
deductive reasoning, and application
of concepts to real situations
Social Function
Participation, listening, and
communication skills are
strengthened

77. Think-Pair-Share Example
Instructor Question to Student:
Does the term sterile refer to an
absolute? Or, how sterile is sterile?
Activity:
Students will use the think-pair-share
structure to independently ponder the
question, discuss their thoughts with
the group, and share with the entire
class their determinations about the
question posed.

78. Visible Quiz (clickers)
5 of 6 Simple Activities
Students in groups discuss the appropriate response to
quiz questions (typically displayed on a LCD screen).
Students are divided into teams. Each team has a set of
large cards with the four letters that correlate to the
multiple choice answers (typically a-d) and the letters “T”
and “F” for true and false responses.
At a given signal, one person from each team displays the
letter representing the team’s response to the quiz
question.
The instructor provides the correct answer and may call
on groups to explain their rationale for the answer that
they provided.

79. Visible Quiz Applied
Academic Function
Provides both the instructor and the
students with immediate feedback on
learning
Social Function
Peer coaching takes place as the team
members discuss each question
*Examples may vary

80. Stand Up and Share
6 of 6 Simple Activities
The instructor calls on a group member by
his identifier (i.e. number twos). Each team’s
designated group member responds with
one response in a round-robin fashion.
Favorite modification – divide a class by
playing cards and call on students to answer
questions by the draw-of-the -card

81. Stand Up and Share Applied
Academic Function
Effective to reinforce ideas or to provide the
foundation for a discussion
Assess prior knowledge, practice skills, recall
information, analysis of ideas, critical thinking
Social Function
Builds positive interdependence among team
members, listening
*Examples may vary

82. Value Line
1 of 6 Advanced Activities
Present an issue or topic to the group and asks each
member to determine how they feel about that issue on a
scale of 1-5 with one being strong agreement and 5 being
strong disagreement.
Form a rank ordered line and number the participants from
one up (from strong agreement to strong disagreement).
On the spot, can be used to form groups for debate, can
form discussion groups of 4 by pulling one person from
each end of the value line and 2 people from the middle of
the group.
* It allows the instructor to form groups for discussion.

83. Value Line Applied
Academic Function
Analyzing other view points, evaluation
information, making decisions, thinking
critically
Social Function
Learning to listen and respect the viewpoints of
others
Can be used to see values in a spectrum instead
of black and white choices. People of good
character can disagree.

84. Value Line Example
• Topics that may be used in the value line
structure:
– Any controversial practice in your field using
medical technology to prolong life
– Physician-assisted suicide
– Cloning
– Stem cell research
– Drugs for multiple births
– Merits of a government-run health care program
and whether they consider it a right or a privilege.

85. Jigsaw
2 of 6 Advanced Activities
Each member of a team is assumes responsibility for a specific
part of a problem. They are responsible to master their portion
of the assignment and teach it to their fellow team members.
Group members break out and join members from other
teams who are assigned the corresponding topic. The focus
group work together to solve the various portions of the
“puzzle.”
The students return to their home teams and each member
turns his/her portion of the assignment and teachers the other
group members about the topic.
Each student’s part is essential to the completion
of the final project.

86. Jigsaw Applied
Academic Function
Encourages listening and
engagement, and acquisition and
presentation of new
material, review, and informed debate
Social Function
Interdependence, status
equalization, encourages empathy

87. Jigsaw Example
U.S. History
Class is divided into 5 or 6 groups
Each group member is assigned a role of
research regarding WWII
• Member 1: Research Hitler’s rise to power in pre-
war Germany
• Member 2: Research concentration camps
• Member 3: Research the British role in the War
• Member 4: Research the Russian role in the
confrontation
• Member 5: Study Japan and its entry into WWII
• Member 6: Research the development of the
atomic bomb

88. Jigsaw Example continued
In each of the groups, the assignments are
distributed to students in the same way.
Once research is complete, students will meet
with students from other groups who had the
same assignment as they had.
Each team of “specialists” will share their
research and findings adding to their
understanding and making them “experts” on
their topic.

89. Jigsaw Example continued
The “experts” return to their original (jigsaw)
group and educate the other group members
about the topic.
Once each “expert” has taught the group
about their topic, the entire group has
learned about the topic of choice (WWII).
A great follow up to the Jigsaw is a group
PowerPoint presentation

90. Paired Annotations
3 of 6 Advanced Activities
A pool of articles focusing on a specific topic are identified or
students may select their own articles.
Students work individually to prepare a reflective commentary on
one of the articles. They use a double-column format and cite key
points exerted from the source on the left side and
reactions, questions, commentary and connections on the right.
Students return to class and are randomly paired with another
student. The two partners read one another’s commentaries and
make comparisons.
They then prepare a composite annotation summarizing the
article with their shared thoughts; a presentation may be
given to the class if time permits.

91. Paired Annotations Applied
Academic Function
Metacognition (reflect on individual
thinking skills), compare their thinking
with that of another students, build
critical thinking and writing skills
Social Function
Cooperation, interdependence

92. Paired Annotations Example
• Use Worksheet
• Mark Article
with
Annotations

93. Send/Pass a Problem
4 of 6 Advanced Activities
Students are grouped by the instructor using the group
selection methods noted previously
Each group member generates a problem and writes it down
on a note-card. Problems can also come from text books or
instructor.
Each member of the group then asks the question to other
members
If all group members agree on an answer, the answer is
written on the back of the card. If there is no consensus on
the answer, the question is revised so that a consensus
may be reached

94. Send/Pass a Problem Applied
Academic Function
Discuss and review material or potential
solutions to problems related to content
information
Social Function
Working cooperatively
Interdependence

95. Send/Pass a Problem Example
PD202: Behavioral Interview Question
(Leadership)
Scenario:
You are asked to lead a task where team members are set in
their ways. They have seen folks come and go. You ask a team
member to discuss how she can improve her efficiency and
match her work with department changes. She listens and says
“Thanks, but no thanks. I’ll keep doing things my way. Will that
be all?”
Student Activity:
1.) What do you do?
2.) Why is feedback important for a leader?
3.) You want to bring innovation. What are you first steps?
4.) Can there can be only one leader?

96. Team Learning
5 of 6 Advanced Activities
Create collaborative learning environments in which adults can
share the practical knowledge that comes from their life and work
experience.
Improve the quality of cutting edge projects and assignments.
Serve as vehicles for the kind of shared reflection through which
adult students make sense of and apply new knowledge.
Provide a sense of community and support that is invaluable in
helping working adults cope with the challenge of balancing school
with other life demands.

98. Team Learning Charter
List Contact and Availability Information
What are the general expectations for all members of the team?
Expectations for Time Management and Involvement
(Participation, communication with the team, accessibility, etc.)
Ensuring Fair and Even Contribution and Collaboration
What strategy will you use to ensure that all team members are
contributing and collaborating appropriately? Describe the
communication strategy you will use if a team member is not
contributing and collaborating effectively. How will the team manage
conflicts between team members?
Special Considerations
What do you, as a team, agree will make this team experience
different from past team experiences?

99. Info Lit Team Assignment – Video 1

100. Info Lit Team Assignment – Video 2

101. Inductive Learning Groups
(also team learning) 6 of 6 Advanced Activities
Read The Student, the Fish , and Agassiz
How did the student learn to see?
What can we learn about looking vs. seeing?
How can student’s apply this to
University studies?

102. Measure
Understanding and
Guided Practice
Steps 5-6:

103. Initiate practice activities that are under
direct instructor supervision
• Use formative assessments – may be
interwoven into the other steps
• Use correctives for those who do not
understand
• Use extensions for those who need to
be challenged
Measure Understanding
and Guided Practice

104. Review and clarify the key
points of a lesson.
Tie them together into a
coherent whole
Reinforce and organizes
major points
Measure Understanding
and Guided Practice

105. • Students continue to practice the use
of the skill or knowledge on their own
• Essential for mastery
• Should have some elements of
decontextualization
– enough different contexts so that the
skill/concept may be applied to any
relevant situation...not only the context
in which it was originally learned
– Homework
– Individual or group work at home or in
class
Independent Practice - Step 7

106. Closure Step 8
Start/End Agenda
Start/End
of Class
Begins Transition
to Future Planning
Reinforces Long
Term Memory
Increases Student
Satisfaction
Alerts Learner
to Deliverables

107. Summary
Lesson Planning Value
Lesson Planning Process
– Madelyn Hunter 8 Steps
– Hook, Book, Look, Took
– Interactive Learning

108. References
O'Donnell, E., & Brown, S. (2011). The effect of memory structure and
function on consumers’ perception and recall of marketing messages:
A review of the memory research in marketing. Academy Of
Marketing Studies Journal, 15(1), 71-85.
Pohl, M. (2000). Learning to think, thinking to learn: Models and
strategies to develop a classroom culture of thinking. New York, NY:
Hawker Brownlow.
Stallings, J. (1985). A study of implementation of Madeline Hunter's
Model and its effects on students. The Journal Of Educational
Research, 78(6), 325-337