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How to prepare?
To be effective, a lesson plan combines a variety of elements to meet
its learning objectives. A useful instructional design model for organizing
these elements is Robert
Gagné's Events
of Instruction,1 because it supports the cognitive conditions
necessary for learning.
Gagné's nine Events
of Instruction include:
- Gain Attention
and motivate
- What will we be doing?
- Why will we be doing it?
- Where will it lead us?
- Inform students
of learning objectives
- In this lesson you will learn how to ....
- At the end of this lesson you will be able to ...
- Stimulate recall
of underlying concepts
- Review concepts from previous lessons
- Practice concepts from previous lessons
- Present stimulus
materials
- Guide discovery with examples, analogies, scenarios and mental
models (start with what they know)
- Draw attention to distinctive features - use multiple senses
- State concept name and draw attention to critical attributes
- Demonstrate procedural or relational rules and analyze
- Present prototypical example and analyze
- Present formal definition and tie to previous examples
- Model scientific methodology:
- * observe a phenomenon
- * form a hypotheses as to the cause
- * design and perform tests
- * record results
- * form conclusions
- * test conclusions
- * adjust hypotheses
- * reiterate
- Guide discovery of elements and methods used to devise learning
strategies
- Guide discovery of elements and methods used in collaborative projects
- Provide learning
guidance
- Present a problem with a few hints and directions
- Review performance with feedback and corrections
- Present a new problem and elicit performance
- Elicit performance
- Authentic questions and problems
- Collaborative projects
- Research and assignments outside of class
- Provide feedback
- Collaborative class review
- Corrections with examples, analogies, scenarios and mental
models
- Formative testing
- Assess performance
- Alignment to rubrics
- Collaborative project artifacts
- Summative testing
- Enhance retention
and transfer
- Additional practice and projects
- Additional review and discussion
- Additional examples and real world illustrations
Keep your eye on
the goal!
Using a chart based Gagné's learning hierarchy2
while preparing lessons helps me keep track of the specific concept knowledge
required in the lesson. Rooted in Bloom's taxonomy3 of educational
objectives, Gagné's learning hierarchy suggests a verb that demonstrates
capability for each type of learning.
1) Gagné, R. M., Briggs, L. J., & Wagner, W. W. (1988).
Principles of instructional design (3rd ed.). Orlando, FL: Harcourt Brace
Jovanovich
2) Gagné, R. (1985). The Conditions of Learning (4th ed.). New York: Holt,
Rinehart & Winston
3) Bloom, B.S., Englehart, M., Furst, E., Hill, W., Krathwohl, D. [Eds.]
(1956).Taxonomy of educational objectives: the classification of educational
goals; Handbook I: Cognitive Domain. New York:Longmans, Green
What Type
of Learning do you want to achieve?
|
Domain
|
Type
of Learning
|
Capability
|
Scaffold
Level
|
|
Learning
Enterprises
learning
goals result from interdisciplinary objectives that share a mental
model
|
Integration
of some or all types of learning toward a common goal
using
multiple integrated capabilities that correlate to multiple integrated
objectives
|
integrates
some or all capabilities
|
8
|
|
Cognitive
strategies
learning
how to learn
|
Learning
Techniques (self devised)
creating
and implementing plans and/or procedures for acquiring new knowledge
|
originates
|
7
|
|
Intellectual
skills
facts
or rules applied to new situations
|
Problem
Solving
using
multiple facts and/or rules in union
|
generates
|
6
|
|
Intellectual
skills
facts
or rules applied to new situations
|
Rules
(Relational and Procedural)
indicates
relationship between items and/or events; the order and/or
method of operation
|
demonstrates
|
5
|
|
Intellectual
skills
facts
or rules applied to new situations
|
Defined
Concept
groups
things by attributes
|
classifies
|
4
|
|
Intellectual
skills
facts
or rules applied to new situations
|
Concrete
Concept
recognizes
attributes
|
identifies
|
3
|
|
Intellectual
skills
facts
or rules applied to new situations
|
Discrimination
differences
between two or more things
|
discriminates
(detects)
|
2
|
|
Verbal
information
knowledge
of facts or rules
|
Recall
(memorization);
memorization,
long term memory
|
states
|
1
|
|
Psychomotor
skills
physical
component of learning
|
Motor
Skill
performance
|
executes
|
B
|
|
Attitudes
affective
component of learning
|
Attribute
(self-willed)
behavior
|
chooses
|
A
|
|
