Engaging Students in the Learning Process Through Innovative Lesson Design By: Cindy McKinney & Jon Mielke Defining Learning Styles Terminology creates confusion - researchers identify learners in different terms (Pitts, 2009) Identifying a childs learning style enhances the learning environment for all students (Guild and Garger, 1998) Easy to use and score user friendly tools Learning Styles Preference Indicator Analytic part to whole pattern of learning (sequential, step-by-step) Prefer to learn Quiet, well-illuminated room Strong emotional need to complete tasks Like to learn alone or one-on-one w/teacher Need highly structured assignments Global whole to part pattern of learning (master concepts first & then concentrate on details) Prefer to learn Concentrate better with distractions Prefer frequent breaks and work on several tasks simultaneously Like to work with peers StudentNumber of A Responses Number of B Responses Tom132 Stephanie105 Alice105 Flanagan 96 Jill 96 Julie 9 7 Lori 87 Brandon 87 Jackie 78 Courtney 78 Carol 69 Mary 69 Tamara 5 10 Judy 5 10 Shea 3 12 Laura 3 12 Sam 3 12 Jodi 2 13 Learning Styles Preference Indicator Analytical Learners Get bogged down in the details Global Learners Over simplify and give one sentence summations Integrated Learners Need little differentiation Lutheran South Unity School Fort Wayne, Indiana Curriculum Coach-Cindy McKinneyYear One Awareness Differentiated Instruction Engaging Lesson Plans Modeled Brain-based Activities Year Two Conceptual Understanding One on One Meetings Research-Based Inst. Classroom Walk-Throughs Planning with teachers Year Three Skills Acquisition Lesson Design Template CWT-continued Integrated Units of Study How do we design lessons to meet the needs of all learners? Why isnt the textbook good enough? Fosters dependency on textbook to determine focus of learning Extra resources are great-but rarely used Assessment methods are almost always paper/pencil and offer little direction on improving instruction Appeal primarily to visual learners Elements of an Effective Lesson Engagement Happens when a lesson captures students imaginations, snares their curiosity, ignites their opinions, or taps into their souls. Is the magnet that attracts learners meandering attention and holds it so that enduring learning can occur. VELCRO FOR THE MIND Understanding The learner has wrapped around an important idea The learner has incorporated it accurately into his or her inventory of how things work Occurs at one of six levels of learning (facts, concepts, principals, attitude, skills, processes) Original LSUS Template Unpacking Section essential questions prior knowledge level of learning Engagement Section key components (activate, acquire) brain-based activities Understanding Section key components (apply, practice, formative, summative, closure, reflection, homework) brain-based activities Current LSUS Template Unpacking Section aligns with IDOE curriculum frameworks includes a performance task Engagement Section Incorporates CWT look fors (Teachscape) contains tech integration option Understanding Section Focuses on Blooms levels of understanding Reflection questions on back Post Lesson Reflection 1. Was the instructional objective met? How do I know students learned what was intended? 2. Were the students productively engaged? How do I know? 3. Did I alter my instructional plan as I taught the lesson? Why? 4. What additional assistance, support, and/or resources would have further enhanced this lesson? 5. If I had the opportunity to teach the lesson again to the same group of students, would I do anything differently? What? Why? Textbook Rationalizations They might miss an important skill if I skip around in the book. If I cover the book, I know I have covered the standards. But they lay it out so easily for us to do. I learned in school that way-why cant I teach that way? Students are more compliant when we use our textbooks-its easier Core Strategy Start where the teacher is and build lesson plan around that concept, activity or focus First Grade Language Arts Origin of lesson came from Reading With Meaning (Debbie Miller) 15 minute Read Alouds (M,W,F) Focus was comprehension strategy- making connections Modeled using Crysanthemum Students applied strategy using Now One Foot, Now the Other Small group project See It In Action-Judith Sabel Seventh Grade Language Arts Origins of lesson- desire to present standards-based lesson without basal Focus on summarizing Small group practice Individual practice later on See It In Action-MaryAnn Oberholtzer Final Thoughts Start where the teacher is and build lesson plan around that concept, activity or focus Robust lessons include clear objectives, engaging activities and critical thinking components Small steps-not all day, everyday but everyday, once a day Final Thoughts