This presentation will help you to the following:
1. explain the HLC standard for clock hours.
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.
2. 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.
3. Higher Learning Commission
Standard 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
4. Clock Hours
Credit
Hours
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.
6. 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!
7. 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/
8. 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!
9. Wait Time
Most teachers wait only
9/10 of a second
Before answering the
question or interrupting
student thought!
Increase to 5 seconds,
and you’ll see benefits!
10. Wait Time
When 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.
11. Time to Percolate
Even 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!
12. 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.
13. Lesson Plan Samples
• Gagne
• Hunter
• Direct Instruction
• Problem-Based Learning
• Active Learning
Lesson 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!
14. 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
15. 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
16. 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
17. Gagne – Hunter – Direct Instruction Samples
Lesson Planning
Samples are available
on the
CEE Website
on the
Lesson Planning page.
http://cee.unoh.edu
19. 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
